solve for y

7x-5y=17

To result in no main effect for factor B, the missing mean should be 30.

In a two-factor experiment, a main effect refers to the overall effect of one factor on the dependent variable, disregarding the other factor. In this case, factor B has two levels (B1 and B2), and the given data provide the means for each level of factor B. To have no main effect for factor B, the means for B1 and B2 should be equal.

From the given data:

B1: 20

B2: 10

To have no main effect, the means should be equal, which means the missing mean should be the average of the given means:

(20 + 10) / 2 = 30

Therefore, if the missing mean is 30, there would be no main effect for factor B in this two-factor experiment.

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a. Time-invariant (no time-variable terms)

b. Time-variable (t² is time-variable)

c. Time-invariant (no time-variable terms)

d. Time-invariant (no time-variable terms)

e. Time-invariant (no time-variable terms)

A linear differential equation is one that involves only linear combinations of the dependent variable and its derivatives, as well as any coefficients that are functions of the independent variable (time in this case).

In the first equation, +2y=0, there are no terms that involve the independent variable, so this is a time-invariant equation.

In the second equation, (t²y)'=0, there is a term involving the independent variable t, specifically t². Therefore, this equation is time-variable.

In the third equation, y''+y'=-t+1, there are two terms involving the independent variable, namely -t and 1. Therefore, this equation is time-variable.

In the fourth equation, (cos(t)y)'=0, there is a term involving the independent variable t, specifically cos(t). Therefore, this equation is time-variable.

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The forces that create the "spring" between molecules are known as intermolecular forces.

These forces are caused by the interactions between the charged particles in molecules, such as electrons and protons, as well as the temporary dipoles that can form in molecules.

There are several types of intermolecular forces, including:

Van der Waals forces: These are weak forces that exist between all molecules and are caused by temporary fluctuations in the electron cloud of each molecule.

Dipole-dipole forces: These forces exist between polar molecules, which have a permanent dipole moment due to differences in electronegativity between the atoms in the molecule.

Hydrogen bonding: This is a type of dipole-dipole interaction that occurs between molecules containing a hydrogen atom bonded to an electronegative atom such as nitrogen, oxygen, or fluorine.

These forces can attract molecules to each other, causing them to stick together, and then repel them, causing them to bounce back. The strength of the intermolecular forces depends on the types of atoms or molecules involved, their shape, and their orientation relative to each other.

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Answer:

There u go.

Step-by-step explanation:

Answer:

She has enough to make 4 batches of peanut butter and 6 batches of chocolate chip.

Step-by-step explanation:

26/2 = 13. There's enough flour to make the recipe 13 times over, however,

she only has the amount of butter to make a dozen of the first recipe. 9 divided by (3/4) = 12.

26/3 = 8.6, or 8 and 3/4ths of a batch with the flour. She has enough butter to make 9, but not enough flour, so she could make 8 batches of chocolate chip cookies.

She can make 12 batches of peanut butter cookies alone. Or she could make 8 batches of chocolate chip cookies alone. This means: It can't be C because she doesn't even have enough ingredients to make 22 batches of chocolate chip. It also can't be D because there's not enough ingredients for 28 batches of peanut butter or 12 chocolate chip.

to make 4 batches of PB:

\((4)\frac{3}{4}=3\) cups of butter needed, and 4(2) = 8 cups flour needed.

so now she'd have 6 cups butter and 18 cups flour leftover.

This means, to make 6 batches CC:

3(6) = 18 cups flour, and 1(6) = 6 cups butter needed. She has enough to make 4 batches of peanut butter and 6 batches of chocolate chip.

Outliers are easy to spot on a scatter plot because they are far away from the other dots and can have a significant impact on the correlation between the variables. They can be found above or below the trend line, or far to the left or right of the scatter plot.

Outliers are usually easy to spot on a scatter plot.A scatter plot is a graph that uses dots to depict the values of two different data sets. Scatter plots are used to represent the relationship between two variables. Outliers are represented by dots that are far away from the other dots in the scatter plot, and they can have a significant impact on the correlation between the variables.

The position of the outlier on the scatter plot is what makes them stand out. Outliers can have a significant effect on the slope of the trend line or regression line. They can make the correlation appear stronger or weaker, depending on where they are located on the scatter plot.

Outliers are usually easy to spot on a scatter plot because they are dots that are far away from the other dots. They can be found above or below the trend line, or far to the left or right of the scatter plot. Outliers are important to identify because they can have a significant impact on the correlation between the variables being studied.

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The earliest finish time for the activity 10-11(far right-hand side) is 23 if the earliest start time of activity 8-10 and activity -10 is 12 and 13 respectively.

The depicted graph represents the critical path method(CPM)

Given,

Earliest start time of 8-10 = 12

Earliest start time of 9-10 = 13

From the network, it is observed that at 10, two networks are connecting, we need to take the largest earliest finish time from both the activities as earliest start time for 10-11.

Earliest finish time = earliest start time + activity duration

Earliest finish time for 8-10 = 12+4=16

Earliest finish time for 9-10 = 13+2=15

From above two times, 8-10's earliest finish time is the greatest. So, consider 16 as earliest start time for 10-11.

Now,

Earliest finish time for 10-11= earliest start time + activity duration=16+7=23

Thus, the earliest finish time for 10-11 is 23.

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Answer:

-10y+11.2

Step-by-step explanation:

If the expected frequencies are not all equal, we can determine them by using the equation enp for each individual category, where n is the total number of observations and p is the probability for the category. This equation helps us calculate the expected frequency for each category based on their probabilities and the total number of observations.

On the other hand, if the expected frequencies are equal, we can determine them by using the equation n/k, where n is the total number of observations and k is the number of categories. This equation helps us distribute the total number of observations equally among the categories when the expected frequencies are equal.

Expected frequencies do not necessarily have to be whole numbers. They can be decimals or fractions depending on the context and calculations involved.

Goodness-of-fit hypothesis tests can be left-tailed, right-tailed, or two-tailed. These different types of tests allow us to assess whether the observed data significantly deviates from the expected frequencies. The choice of the tail depends on the specific research question and the alternative hypothesis being tested.

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The ΔABC is not congruent to ΔXYZ.

To determine whether ΔABC ≅ ΔXYZ, we have to calculate the length of the sides of both the triangles using the Distance Formula.

The Distance Formula is given by;`d =√((x2−x1)²+(y2−y1)²)`

For triangle ABC; AB = Distance between A and BAC = Distance between A and CBC = Distance between B and C.

For triangle XYZ;

XY = Distance between X and YYZ = Distance between Y and XZZ = Distance between Z and Y

Now, calculating the length of the sides; AB = √((0−0)²+(5−0)²) = √(25) = 5

AC = √((−2−0)²+(0−5)²)

= √(29)

BC = √((−2−0)²+(0−0)²)

=√(4) = 2.

For triangle XYZ; XY = √((4−4)²+(8−3)²)

= √(25) = 5

YZ = √((6−4)²+(3−3)²)

=√(4)

=2

XZ =√((6−4)²+(3−8)²)

=√(20)

We can see that the length of the sides of both triangles is not equal. So, both the triangles are not congruent.Hence, ΔABC is not congruent to ΔXYZ.

The length of the sides of ΔABC and ΔXYZ is given. Using this length, it is found that the length of the sides is not equal. Therefore, both triangles are not congruent.

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Answer:

C) 10/100

Step-by-step explanation:

1/10

To change it into a different fraction we can multiply, and since we want it to get the denominator to 100, we multiply by 10, because 10 x 10 = 100.

1 x10 10

- -

10 x10 100

Answer:

SB = 4

Step-by-step explanation:

The figure is the intersection of the medians of this triangle. The medians of a triangle bisect the sides of the triangle. The intersection of the medians is called the centroid. In this case, the centroid of this figure would be S.

In fact, the distance from a vertex to the centroid of the triangle is 2/3 of the distance from said vertex to the vertex's opposite side.

Create the equation SB = 2/3(PB).

.....................................SB = 2/3(6)

....................................SB = 12/3

...................................∴SB = 4

Answer:

SB = 4

Step-by-step explanation:

SB = 2/3 BP

SB = 2/3 (6)

SB = 4

x/12 + 3 < 7 = x<48 this is the only one i can do because i cant do the others sorry

For all values of x greater than or equal to -2, the function f(x) = √(x + 2) + 2 will yield real outputs. So, x = -2.

To determine the input value at which the function f(x) = √(x + 2) + 2 begins to have real outputs, we need to find the values of x for which the expression inside the square root is non-negative. In other words, we need to solve the inequality x + 2 ≥ 0.

Subtracting 2 from both sides of the inequality, we get:

x ≥ -2

Therefore, the function f(x) = √(x + 2) + 2 will have real outputs for all values of x greater than or equal to -2.

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Answer:

\(8v^{3} +27=(2v)^{3} +3^{3}=(2v+3)(4v^{2} -6v+9)\\\)

Step-by-step explanation:

from  formula a³ – b³ = (a – b) (a² + ab + b² )

Answer:

y = 3x + 2

Step-by-step explanation:

Convert the equation to slope intercept form to get y = –1/3x + 2.  The old slope is –1/3 and the new slope is 3.  Perpendicular slopes must be opposite reciprocals of each other:  m1 * m2 = –1

With the new slope, use the slope intercept form and the point to calculate the intercept: y = mx + b or 5 = 3(1) + b, so b = 2

So y = 3x + 2

The  number - 7/5 is LESS than -1 1/5

because -7/5 lies GREATER 5-1 /1 on a vertical number line.

Answer:

x= -6.4

Step-by-step explanation:

Answer:

x=− 5 x 32

​

=−6.400

Step-by-step explanation:

simplify - 3/4

simplify - 2/5

Answer:

68

Step-by-step explanation:

Answer:

ok this question contains many operations we have addition sign subtraction sign and multiplication sign so in this case we use bodmas and in the bodmas we see multiplication coming fast so the first two letters that have the multiplication sign between them should be multiplied so in this case put a bracket between those two numbers so that you have it like this oneplus (2 x 3)-(4*5) + 6 - 7 plus (8 * 9 )+ 10 so we multiply the numbers in the brackets so that our equation comes to 1 + 6 - 20 + 6 - 7 + 72 + 10 then we rearrange so that you have 1 + 6 plus 6 + 72 + 10 - 20 - 7 1 + 6 + 6 + 72 + 10 is 95 - 20 -7 and your final answer is 68

Answer:

10521₈

Step-by-step explanation:

First convert the number from base-7 (septenary) to base-10 (decimal):

\(\begin{aligned}15632_7 & = (1 \times 7^4)+(5 \times 7^3)+(6 \times 7^2)+(3 \times 7^1)+(2\times 7^0)\\& = 2401+1715+294+21+2\\& = 4433_{10}\end{aligned}\)

Now convert it from base-10 (decimal) to base-8 (octal).

Divide 4433 by 8 repeatedly until you arrive at a quotient less than 8.

\(\implies \rm 4433 \div 8 = 554\; r\; 1\)

\(\implies \rm 554 \div 8 = 69\; r\; 2\)

\(\implies \rm 69 \div 8 = 8\; r\; 5\)

\(\implies \rm 8\div 8 = 1\; r \;0\)

Arrange the final quotient and the remainders of all the divisions in the bottom-to-top direction:

Answer:

$57.60

Step-by-step explanation:

find 50% = $36

find 10% = $7.20

triple $7.20 = $21.60

add £36 and $21.60 = $57.60

The exact value οf sin(x - y) is 13/85.

A quadratic angle is an angle whοse measure is a multiple οf 90 degrees, οr equivalently, an angle whοse terminal side lies οn οne οf the cοοrdinate axes in the Cartesian plane.

We can use the trigοnοmetric identity fοr the sine οf the difference οf twο angles tο find sin(x - y):

sin(x - y) = sin(x)cοs(y) - cοs(x)sin

Tο use this fοrmula, we first need tο find the values οf sin(x) and sin(y). Since x and y are quadratic angles, we knοw that 0 ≤ x, y ≤ 90°.

We can use the Pythagοrean identity tο find sin(x):

sin²(x) = 1 - cοs²(x)

sin²(x) = 1 - (8/17)²

sin²(x) = 1 - 64/289

sin²(x) = 225/289

sin(x) = ±(15/17)

Since 0 ≤ x ≤ 90°, we knοw that sin(x) must be pοsitive, sο we take sin(x) = 15/17.

Similarly, we can use the Pythagοrean identity tο find sin(y):

sin²(y) = 1 - cοs²

sin²(y) = 1 - (3/5)²

sin²(y) = 1 - 9/25

sin²(y) = 16/25

sin(y) = ±(4/5)

Since 0 ≤ y ≤ 90°, we knοw that sin(y) must be pοsitive, sο we take sin(y) = 4/5.

Nοw we can use the sine οf the difference fοrmula:

sin(x - y) = sin(x)cοs(y) - cοs(x)sin

sin(x - y) = (15/17)(3/5) - (8/17)(4/5)

sin(x - y) = (45/85) - (32/85)

sin(x - y) = 13/85

Therefοre, the exact value οf sin(x - y) is 13/85.

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Answer:

so this is what I got (i could be wrong)-- H=8 G=21 F=24 E=2

Step-by-step explanation:

3(7+10) = G + 30

21 + 30 = G+30 (mutilpy-3 times 7 and 10)

minus 30 from both sides

21=G

5(3 + H) = 15 + 45

15 + 5H = 15 + 45 (multipy- 5 times 3 and H)

minus 15 from both sides

5H = 45

divde both sides by 5

H=8

For E all you have to do is list out all the multiples that makeup 22 and 30 and you should find that 2 is the answer

The measure of -450° in radians is approximately -2.5π or -7.85 radians (rounded to the nearest hundredth).

To convert -450° to radians, we can use the fact that 360° is equal to 2π radians.

First, we calculate how many full revolutions -450° represents. Since 360° is a full revolution, we divide -450° by 360° to get -1.25 revolutions.

Next, we multiply the number of revolutions by 2π to convert to radians.

Since -1.25 revolutions * 2π = -2.5π, the measure of -450° in radians is approximately -2.5π.

To express this answer as a decimal rounded to the nearest hundredth, we can use an approximation of π as 3.14. Therefore, -2.5π is approximately -2.5 * 3.14 = -7.85 radians.

So, the measure of -450° in radians is approximately -2.5π or -7.85 radians (rounded to the nearest hundredth).

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Answer:

40 is the total amount of cookies

32 is the amount left

Step-by-step explanation:

If 20% of cookies equal to 8 then to find how many are there in total we multiply 8 with 100 then divide it with 20

8 × 100 ÷ 20 = 40