WHERE ARE THE MATH EXPERTS!!!
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6. You are cleaning out your aunt’s basement and you find an IBM PC 5150, in its original box, with all its parts, and in working order! Your aunt says that you are welcome to take it with you, since she forgot she even had it. Using the depreciation function, what is the PC 5150 worth this year? Does this seem like a reasonable amount? Explain.

Answer:

First blank is >=

Second blank is <=

Step-by-step explanation:

At least means the sign is greater than or equal to

No more than means the sign is less than or equal to

Katie outscored approximately 1.39% of the students in her section.

If Katie received a z-score of 2.2, this means that her score was 2.2 standard deviations above the mean of the exam scores for her section.

We can use a standard normal distribution table or calculator to find the percentage of scores that fall above a z-score of 2.2.

Using a standard normal distribution table, we can find the proportion of scores that fall below a z-score of 2.2, and then subtract this from 1 to find the proportion of scores that fall above a z-score of 2.2.

The table value for a z-score of 2.2 is approximately 0.9861, which means that approximately 98.61% of the scores fall below a z-score of 2.2. Therefore, approximately:

1 - 0.9861 = 0.0139, or 1.39%

of the scores fall above a z-score of 2.2.

This means that Katie outscored approximately 1.39% of the students in her section.

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Answer:

x = -8

I hope this helps!

Answer:

its a right angle!

Step-by-step explanation:

<ABC is a complementary angle.

The table for the function d = 3t is

t (hours) d = 3t (miles)

0 0

1 3

2 6

The equation of the function is given as

d= 3t

The above is a linear function

To make a table for the function d = 3t, we can choose some values of t and then calculate the corresponding values of d using the given equation.

Since the equation represents distance traveled at a rate of 3 miles per hour, we can assume that t represents time in hours and d represents distance in miles.

Let's choose some values of t and calculate the corresponding values of d:

t (hours) d = 3t (miles)

0 0

1 3

2 6

3 9

4 12

5 15

The graph is attached

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Answer:

\(\frac{1}{2}\)

Step-by-step explanation:

Given a quadratic equation in standard form

ax² + bx + c = 0 , then the sum of the roots is

α + β = - \(\frac{b}{a}\)

Here 2x² - x - 3 = 0 is in standard form

with a = 2 and b = - 1 , then

sum of roots = - \(\frac{-1}{2}\) = \(\frac{1}{2}\)

the solution to the given differential equations is\[\left\{\begin{aligned}x(t)&=\frac{1}{4}\left(2 x_0+11 e^{-3t}+2 t-3 y_0\right), \\y(t)&=\frac{1}{4}\left(2 x_0-2 t+2 y_0+22 e^{-3t}-3 z_0-7\right), \\z(t)&=\frac{1}{4}\left(-2 x_0-22 e^{-3t}+3 y_0+3 z_0+15\right).\end{aligned}\right.\]

Given the differential equations,\[\left\{\begin{aligned}x'&=-\frac{1}{2} x+\frac{1}{2} y-\frac{1}{2} z+1, \\y'&=-x-2 y+z+t, \\z'&=\frac{1}{2} x+\frac{1}{2} y-\frac{3}{2} z+11 e^{-3 t}\end{aligned}\right.\]

By the formula of solving system of linear equations,\[\begin{aligned}\begin{pmatrix} x \\ y \\ z \end{pmatrix}'&=\begin{pmatrix} -\frac{1}{2} & \frac{1}{2} & -\frac{1}{2} \\ -1 & -2 & 1 \\ \frac{1}{2} & \frac{1}{2} & -\frac{3}{2} \end{pmatrix}\begin{pmatrix} x \\ y \\ z \end{pmatrix}+\begin{pmatrix} 1 \\ t \\ 11 e^{-3t} \end{pmatrix} \\ \begin{pmatrix} x \\ y \\ z \end{pmatrix}&=e^{At}\left(\begin{pmatrix} x_0 \\ y_0 \\ z_0 \end{pmatrix}+\int_0^t e^{-As}\begin{pmatrix} 1 \\ s \\ 11 e^{-3s} \end{pmatrix}\mathrm{d}s\right) \end{aligned}\]

where $A=\begin{pmatrix} -\frac{1}{2} & \frac{1}{2} & -\frac{1}{2} \\ -1 & -2 & 1 \\ \frac{1}{2} & \frac{1}{2} & -\frac{3}{2} \end{pmatrix}$.

Solving the matrix exponential,\[\begin{aligned}\lambda_1&=-3,\quad \mathbf{v}_1=\begin{pmatrix} 1 \\ -1 \\ 1 \end{pmatrix},\\ \lambda_2&=-1,\quad \mathbf{v}_2=\begin{pmatrix} -1 \\ 0 \\ 1 \end{pmatrix},\\ \lambda_3&=-1/2,\quad \mathbf{v}_3=\begin{pmatrix} 1 \\ 2 \\ 1 \end{pmatrix}.\end{aligned}\]So $P=\begin{pmatrix} 1 & -1 & 1 \\ -1 & 0 & 2 \\ 1 & 1 & 1 \end{pmatrix}$ and\[\begin{aligned}P^{-1}&=\frac{1}{4}\begin{pmatrix} 2 & -1 & 1 \\ 2 & 0 & -2 \\ -2 & 3 & 1 \end{pmatrix},\\ \begin{pmatrix} x \\ y \\ z \end{pmatrix}&=\frac{1}{4}\begin{pmatrix} 2 & -1 & 1 \\ 2 & 0 & -2 \\ -2 & 3 & 1 \end{pmatrix}\left(\begin{pmatrix} x_0 \\ y_0 \\ z_0 \end{pmatrix}+\int_0^t\begin{pmatrix} 1 \\ s \\ 11 e^{-3s} \end{pmatrix}\mathrm{d}s\right) \\ &\quad \times \begin{pmatrix} 1 & -1 & 1 \\ -1 & 0 & 2 \\ 1 & 1 & 1 \end{pmatrix}\begin{pmatrix} e^{-3t} & 0 & 0 \\ 0 & e^{-t} & 0 \\ 0 & 0 & e^{-t/2} \end{pmatrix}\begin{pmatrix} 1 & -1 & 1 \\ -1 & 0 & 2 \\ 1 & 1 & 1 \end{pmatrix}^{-1}\end{aligned}\]

Thus,\[\left\{\begin{aligned}x&=\frac{1}{4}\left(2 x_0+11 e^{-3t}+2 t-3 y_0\right), \\y&=\frac{1}{4}\left(2 x_0-2 t+2 y_0+22 e^{-3t}-3 z_0-7\right), \\z&=\frac{1}{4}\left(-2 x_0-22 e^{-3t}+3 y_0+3 z_0+15\right).\end{aligned}\right.\]

Hence, The solution to the given differential equations is [leftbeginalignedx(t)&=frac14left(2 x_0+11 e-3t+2 t-3 y_0right), y(t)&=frac14left(2 x_0-2 t+2 y_0+22 e-3t-3 z_0-7right), z(t)&

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The linearization of the function f(x, y) = e-¹⁰x-⁸y - 8y at (0, 0) is L(x, y) = -10x - 8y + 1. The correct option is C.

To find the linearization of the given function at the point (0, 0), we need to compute the partial derivatives with respect to x and y and then evaluate them at the given point.

The function is f(x, y) = \(e^{(-10x-8y)\) - 8y.

First, find the partial derivative with respect to x:
∂f/∂x = \(-10e^{(-10x-8y).\)

Now, evaluate ∂f/∂x at (0, 0):
∂f/∂x(0, 0) = \(-10e^{(0)\) = -10.

Next, find the partial derivative with respect to y:
∂f/∂y = \(-8e^{(-10x-8y)\) - 8.

Now, evaluate ∂f/∂y at (0, 0):
∂f/∂y(0, 0) = \(-8e^{(0)\) - 8 = -8 - 8 = -16.

Now, we can form the linearization:
L(x, y) = f(0, 0) + ∂f/∂x(0, 0)(x - 0) + ∂f/∂y(0, 0)(y - 0).

Evaluate f(0, 0):
f(0, 0) = \(e^{(-10(0)-8(0))} - 8(0) = e^{(0)} - 0 = 1.\)

Finally, substitute the values into the linearization formula:
L(x, y) = 1 - 10x - 16y.

Comparing to the given options, the answer is:
C) L(x, y) = -10x - 8y + 1

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\(\tan(x )=\cfrac{\stackrel{opposite}{50}}{\underset{adjacent}{36}} \implies \tan(x)=\cfrac{25}{18}\implies x =\tan^{-1}\left( \cfrac{25}{18} \right)\implies x \approx 54.2^o\)

Make sure your calculator is in Degree mode.

Answer:

Step-by-step explanation:

Number of bacteria after 30 minutes:

Correct choice is C

Answer:

after 10 minute total bacteria=2.5×3.3=8.25 millions

in 1 minute total bacteria=2.5×3.3/10 =0.825millions

in 30 minute total bacteria=30×2.5×3.3/10 millions=24.75million is your answer.but i did not get any match.

Answer: a) To count the number of one-to-one functions from the set {1, 2,...,n} to the set {0, 1}, we can use the formula for the number of permutations of n distinct objects, which is n!.

However, since we are only considering one-to-one functions, we can only choose 0 or 1 for the image of each element of the domain. The first element can be assigned 2 choices, the second can be assigned 1 of the remaining 2 choices, the third can be assigned 1 of the remaining 1 choice, and so on. Therefore, the number of one-to-one functions from {1, 2,...,n} to {0, 1} is:

2 × 1 × 1 × ... × 1 = 2^(n-1)

b) To count the number of functions that assign 0 to both 1 and n, we can treat the remaining elements {2, 3,...,n-1} as a new set and count the number of functions from this set to {0, 1}. This is the same problem as in part (a), but with n-2 elements instead of n. Therefore, the number of functions from {1, 2,...,n} to {0, 1} that assign 0 to both 1 and n is:

2^(n-3)

c) To count the number of functions that assign 1 to exactly one of the positive integers less than n, we can choose which element of the domain is assigned 1 in n ways. The remaining elements can be assigned 0 or 1 independently, for a total of 2^(n-1) choices. Therefore, the number of functions from {1, 2,...,n} to {0, 1} that assign 1 to exactly one of the positive integers less than n is:

n × 2^(n-1)

Step-by-step explanation:

Answer:

literally 0

Step-by-step explanation:

Answer:

-2.45

Step-by-step explanation:

Answer:

-2.45

Step-by-step explanation:

Answer:

1. The nature of creative work is that it can take almost any form, so the scope of the copyright law was drafted in such a way to take that into account. The categories that works can potentially be protected in are so wide that it’s difficult to imagine what types of creative work are not protected.

2.Some artists look for ways to extend copyright for longer than the laws normally allow. Why do they do this?

3.The Benefits of Using a Creative Commons License Numerous high-profile authors (including futurist Cory Doctorow), artists, musicians (such as the rock band Nine Inch Nails), and even government agencies and entities (including the White House) use Creative Commons licenses. You’ll find many more case studies on the Creative Commons site.

Step-by-step explanation:

Answer:

What kinds of artists benefit the most from creative commons licenses? Explain your answer.

Every license helps creators, they are called licensors if they use our tools  retain copyright while allowing others to copy, distribute, and make some uses of their work  at least non-commercially. Every Creative Commons license also ensures licensors get the credit for their work they deserve.

Answer:

228.08433734939759036144578313253.....

The complete table is

Whose card Length Width Perimeter Area

Sanya          10 cm 8cm               36cm         80 cm²

The perimeter of a shape is the distance around its edges. For a rectangle, like Sanya's greeting card, the perimeter can be found by adding up the lengths of all four sides. In this case, we have:

Perimeter = 2 × Length + 2 × Width

Perimeter = 2 × 10 cm + 2 × 8 cm

Perimeter = 20 cm + 16 cm

Perimeter = 36 cm

So, the perimeter of Sanya's greeting card is 36 centimeters. This means that if you were to walk all the way around the edges of the card, you would cover a distance of 36 centimeters.

The area of a shape is the amount of space it takes up. For a rectangle, the area can be found by multiplying its length by its width. In this case, we have:

Area = Length × Width

Area = 10 cm × 8 cm

Area = 80 cm²

So, the area of Sanya's greeting card is 80 square centimeters. This means that if you were to cover the card completely with paint or ink, you would need 80 square centimeters of paint or ink.

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Complete Question:

Sanya made greeting cards. Complete the table for their cards:

Whose card Length Width Perimeter Area

Sanya          10 cm 8cm              

Answer: -2b-4

Ok, so I assume you meant b-4-3b. If not, then B-4-3b is the best you can get, since B and b are different in math.

Anyways, we can rearrange b-4-3b into b-3b-4. Calculating b-3b = -2b. That means -2b-4 is the answer.

Hope that helped,

-sirswagger21

Answer:

B - 4 - 3B

=> -2B - 4

The two-phase flow regime known as countercurrent flow occurs when the working fluids flow in opposing directions. Drag is one of the crucial interactions between these fluids, acting in opposition to the relative motion of one fluid to the other fluid. The situation in which one of the fluids exerts a significant drag on the other fluid and distorts its flow is known as a countercurrent flow limitation (CCFL). The flow of other fluids may get obstructed by CCFL if the drag being exerted is significant enough.

In nuclear power plants, CCFL can happen in the reactor vessel during blowdown when ECCS liquid is attempting to fill the downcomer and in the hot leg entry of the steam-generator inlet plenum during reflux-condensation. At a tie plate, where the flow of steam distorts the fallback of liquid during reflood, CCFL can also happen. In order to apply the CCFL model, TRACE relies on a relationship between the gas flux, liquid delivery, abscissa intercept, and slope. Users must provide correlation constants, which can be created from experimental data.

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Answer:

function b

Step-by-step explanation:

When its asking for which function has a greater rate of change its asking for which slope has a greater value

the slope is calculated by change in y over change in x

for function a, as y goes up 2 x goes up 1

so the slope ( rate of change) is 2/1

for function b is y goes up 3 x goes up 1

so the slope (rate of change) is 3/1

3/1 is greater than 2/1 so function b has a greater rate of change

The yield rate from initial inquiry through surgery can be calculated by considering the percentage of patients who successfully complete each step of the process.

Step 1: Initial patient calls: 14,000 calls per year
Step 2: Screening out: 25% of initial calls are screened out, which means 75% of the calls proceed to the next step.
Step 3: Showing up for intake appointment: Of the 75% not screened out, 72% show up for their intake appointment. This means 75% * 72% = 54% of the initial calls show up for their intake appointment.
Step 4: Not showing up for surgery: Of the patients who appear for their intake appointment, 40% do not show up for their surgery. Therefore, 60% of the patients who appeared for their intake appointment proceed to the surgery stage.

Now, we can calculate the yield rate by multiplying the percentages of each step:
Yield rate = 75% (step 2) * 72% (step 3) * 60% (step 4)
Yield rate = 0.75 * 0.72 * 0.60 = 0.324 = 32.4%

The yield rate from initial inquiry through surgery is 32.4%.

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The examples of some integers whose product is negative include:

-4 × 3 = -12

10 × (-2) = -20

An integer is a number that has no decimal or fractional part and can be negative or positive, including zero.

A zero, a positive natural number, or a negative integer with a minus sign is an integer. The negative numbers are the additive inverses of their positive counterparts.

Integer examples include -5, 1, 5, 8, 97, and 3,043. Numbers that are not integers include: -1.43, 1 3/4, 3.14, and

In this case, the example has been given above. It should be noted that the product of a negative and positive number is a negative number.

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The circle has a center of (-18.5, 3.1)

From the question, the equation of the circle is represented as

(x + 18.5)² + (y - 3.1)² = 71

A circle equation is represented as

(x - a)² + (y - b)² = r²

Where the center of the circle is

Center = (a, b)

When the equations (x - a)² + (y - b)² = r² and (x + 18.5)² + (y - 3.1)² = 71 are compared, we have

(a, b) = (-18.5, 3.1)

This means that

Center = (-18.5, 3.1)

Hence, the center of the circle is (-18.5, 3.1)

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To complete stain the bottom rectangular prism, he needs to cover 624 square inches.

A solid object's surface area is a measurement of the overall space that the object's surface takes up.

Given that:

Bottom rectangular prism:

Length = 22 in

Width = 8 in

Height = 6 in

The surface area of the rectangular prism is:

SA = 2( lh + wh + lw)

SA = 2((22)(6) + (8)(6) + (22)(6))

SA= 624 square inches.

To complete stain the bottom rectangular prism, he needs to cover 624 square inches.

Square:

Side = 4 in

The surface area of the cube is:

\(SA = 6a^2\)

\(SA = 6 (4)^2\\\\SA= 96\)square inches.

To completely stain two squares, he needs to cover 96 * 2 = 196 square inches.

Top rectangular prism:

Length = 18 in

Width = 5 in

Height = 2 in

The surface area of the rectangular prism is:

SA = 2( lh + wh + lw)

SA = 2((18)(2) + (5)(2) + (18)(5))

SA = 136 square inches

Hence to completely stain top rectangular prism, he needs to cover 136 square inches.

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Answer:

The rate of decrement is given as: r = 4%. From the table, the initial population is. P (0) = 7900. So, the population in t years is. P (t) = P (0) * (1 - r)^t. This gives. P (t) = 7900 * (1 - 4%)^t. Evaluate the difference.

Population after 2 years = P (1 + 4/100)2 = 62500 X (104/100)2

= 62500 × 26/25 X 26/25 = 100 × 26 ×26 = 67600.

Hence, the population after two years will be 67,600.

Answer:

it's c

Step-by-step explanation:

it doesn't have a pattern

Answer: the answer is C: 2.7in.

Step-by-step explanation:

Answer:

2.7

Step-by-step explanation:

c. If data collection resources are limited, we should focus on the random variables which have the greatest impact on the system's performance or output.

d. A Chi-Square test is used to determine whether there is a significant difference between the observed data and the expected data.

e. The test statistic calculated in a Chi-Square test is compared to the critical value obtained from the Chi-Square distribution table, based on the degrees of freedom and the level of significance selected for the test.

Step-by-step solution:

c. If data collection resources are limited, it would be advisable to focus on collecting data related to categorical variables. Categorical variables can be easily recorded and categorized into different groups or categories.

By focusing on categorical variables, we can gather information on proportions or frequencies within each category, which can be useful for conducting hypothesis testing and analyzing the relationship between different variables.

d. A Chi-Square test on a sample of data observations to test the goodness of fit for a hypothesized distribution is essentially assessing whether the observed data significantly deviates from the expected distribution.

In other words, it checks whether the observed frequencies or proportions of the different categories in the data align with the expected frequencies or proportions based on a theoretical or hypothesized distribution.

e. When performing a Chi-Square test on a sample of data observations to test the goodness of fit for a hypothesized distribution, the test statistic being compared is the Chi-Square statistic.

This statistic measures the discrepancy between the observed frequencies or proportions and the expected frequencies or proportions based on the hypothesized distribution.

By comparing the Chi-Square statistic to a critical value from the Chi-Square distribution, we can determine whether the observed data significantly deviates from the expected distribution.

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There is only 1 power of 7 contained in 10.

Students use powers of numbers to solve this problem and learn what is occurring to the numbers as a result.

Students also learn how to divide a seemingly vast and challenging equation into smaller, more accessible components. The pupils should understand that raising 7 to a power only produces a finite number of unit digits. Furthermore, as the power of 7 rises, these particular numbers "circle round." 7, 9, 3, and 1 make up this cycle.

The digit in the tens place is the same.

The total number of times we multiply a number is known as its exponent or power. For instance, 2 to the power 3 denotes a 3x3 multiplication of 2.

The largest power of 7 that is less than 10 is 7^1 = 7, therefore there is only 1 power of 7 contained in 10.

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There is only 1 power of 7 contained in 10.

Students use powers of numbers to solve this problem and learn what is occurring to the numbers as a result.

Students also learn how to divide a seemingly vast and challenging equation into smaller, more accessible components. The pupils should understand that raising 7 to a power only produces a finite number of unit digits. Furthermore, as the power of 7 rises, these particular numbers "circle round." 7, 9, 3, and 1 make up this cycle.

The digit in the tens place is the same.

The total number of times we multiply a number is known as its exponent or power. For instance, 2 to the power 3 denotes a 3x3 multiplication of 2.

The largest power of 7 that is less than 10 is 7^1 = 7, therefore there is only 1 power of 7 contained in 10.

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