Which graph shows a line with a slope of 0?

a)  [a] = LT⁻⁴, [b] = LT⁻³, and [c] = L T⁻².

b) The acceleration of the body is 12at² + 6bt

c) The time-dependent force acting on the body is 12ma.

Given equation:

x(t)=at⁴+bt³+ct

where a, b, and c are constants.

(a) Dimensions of the constants in the position equation.The dimensions of the constants in the position equation are

[a] = LT⁻⁴, [b] = LT⁻³, and [c] = L T⁻².

(b) Acceleration of the body

The velocity of the body v(t) is given by taking the derivative of position equation with

respect to time t.

v(t) = x'(t) = 4at³ + 3bt²

The acceleration of the body is given by taking the derivative of velocity equation with respect to time t.

a(t) = v'(t)

= 12at² + 6bt

(c) Time-dependent force acting on the body.

The time-dependent force acting on the body is given by taking the derivative of acceleration equation with respect to time t.

F(t) = m a'(t)

= m (12a)

where m is the mass of the body.

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Variance and standard deviation are both measures of the dispersion or spread of a dataset, but they differ in terms of the unit of measurement.

Variance is the average of the squared differences between each data point and the mean of the dataset. It measures how far each data point is from the mean, squared, and then averages these squared differences. Variance is expressed in squared units, making it difficult to interpret in the original unit of measurement. For example, if we are measuring the heights of individuals in centimeters, the variance would be expressed in square centimeters.

Standard deviation, on the other hand, is the square root of the variance. It is a more commonly used measure because it is expressed in the same unit as the original data. Standard deviation represents the average distance of each data point from the mean. It provides a more intuitive understanding of the spread of the dataset. For example, if the standard deviation of a dataset of heights is 5 cm, it means that most heights in the dataset are within 5 cm of the mean height.

To illustrate the application of these measures, consider a dataset of test scores for two students: Student A and Student B.

If Student A has test scores of 80, 85, 90, and 95, and Student B has test scores of 70, 80, 90, and 100, we can calculate the variance and standard deviation for each student's scores.

The variance for Student A's scores might be 62.5, and the standard deviation would be approximately 7.91. For Student B, the variance might be 125 and the standard deviation would be approximately 11.18.

These measures help us understand how much the scores deviate from the mean, and how spread out the scores are within each dataset.

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Answer:

After 6 years = 87120 people.

Before 6 years = 5808 people.

Step-by-step explanation:

To calculate how many populations that are added in every 10% in 3 years:

72600 × 10/100 = 7260

After 6 years = 72600 + 7260 × 2 = 87120 people.

Before 6 years = 72600 - 7260 × 2 = 5808 people.

Answer:

The product is  -81 t² + 16

Step-by-step explanation:

The product of two binomials (ax + b)(cx + d), where a, b, c, and d are constant

Multiply (ax) by (cx) ⇒ 1st × 1st

Multiply (ax) by (d) and (b) by (cx) ⇒ ext-reams and nears

Add the two products ⇒ like terms

Multiply (b) by (d) ⇒ 2nd × 2nd

Let us find the product of (9 t - 4) and (-9 t - 4)

Multiply the 1st two terms

∵ (9 t)(-9 t) = -81 t²

Multiply the ext-reams

∵ (9 t)(-4) = -36 t

Multiply the nears

∵ (-4)(-9 t) = 36 t

Add the like terms

∵ -36 t + 36 t = 0

Multiply the 2nd two terms

∵ (-4)(-4) = 16

Write the answer

∴ (9 t - 4)(-9 t - 4) = -81 t² + 0 + 16

∴ (9 t - 4)(-9 t - 4) = -81 t² + 16

The product is  -81 t² + 16

The correct answer is A. The standard error of the sample proportion will become larger as the sample size increases.

The standard error is a measure of the variability or uncertainty associated with an estimate. In the case of the sample proportion, it measures the spread or variability in the proportion of successes observed in the sample compared to the true population proportion.

As the sample size increases, the standard error decreases, indicating greater precision in estimating the true population proportion. This is because a larger sample provides more information and reduces the impact of sampling variability.

On the other hand, options B, C, and D are incorrect. The standard error is not affected by the population proportion itself but rather by the sample size. The population proportion approaching 0.50, 1.00, or 0 does not directly impact the standard error, although it may affect other measures such as the margin of error or confidence intervals. The primary factor influencing the standard error is the sample size, with larger samples leading to smaller standard errors.

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Answer: When the ball strikes the ground, its height above the ground is zero. So we can set h = 0 in the equation and solve for t:

0 = -16t^2 - 20t + 200

Dividing both sides by -4 (to simplify the equation):

0 = 4t^2 + 5t - 50

Now, we can use the quadratic formula to solve for t:

t = (-b ± sqrt(b^2 - 4ac)) / 2a

where a = 4, b = 5, and c = -50.

t = (-5 ± sqrt(5^2 - 4(4)(-50))) / 2(4)

t = (-5 ± sqrt(625)) / 8

t = (-5 ± 25) / 8

So the two possible solutions are:

t = 3/2 or t = -5

Since time cannot be negative, the only valid solution is t = 3/2.

Therefore, the ball will strike the ground 1.5 seconds after it is thrown.

Step-by-step explanation:

When an inequality is multiplied or divided by a negative number, the inequality sign will flip, meaning it will change its direction. For example, if you have a > b and you multiply or divide both sides by a negative number, the inequality will become a < b. This is because the relationship between the values reverses when multiplied or divided by a negative number.

Explanation:

When an inequality is multiplied or divided by a negative number, the direction of the inequality sign is flipped. This is because multiplication or division by a negative number, results in a reversal of the order of the numbers on the number line.

To see why this happens, consider the following example:

Suppose we have the inequality x < 5. If we multiply both sides of this inequality by -1, we get -x > -5. Notice that we have flipped the inequality sign from "<" to ">". This is because multiplying by -1 changes the sign of x to its opposite, and also changes the sign of 5 to its opposite, resulting in a reversal of the order of the numbers on the number line.

Similarly, if we divide both sides of the inequality x > 3 by -2, we get (-1/2)x < (-3/2). Here, we have again flipped the inequality sign from ">" to "<". This is because dividing by a negative number also changes the order of the numbers on the number line.

In general, if we have an inequality of the form a < b or a > b, where a and b are real numbers, and we multiply or divide both sides by a negative number, we obtain:

If we multiply by a negative number, the inequality sign is flipped. For example, if a < b and c < 0, then ac > bc.

If we divide by a negative number, the inequality sign is also flipped. For example, if a > b and c < 0, then a/c < b/c.

Therefore, it is important to be mindful of the signs of the numbers involved when performing operations on inequalities. If we multiply or divide by a negative number, we must flip the direction of the inequality sign accordingly.

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Answer:

The first option, RT.

Step-by-step explanation:

Answer:

thirteen and twenty-six thousandths

Step-by-step explanation:

ANSWER:

A. 6

STEP-BY-STEP EXPLANATION:

We have the following expression;

Now, to the value of N we apply the cube root and we are left with the following:

This means that the correct answer is A. 6

Answer:

1/22

Step-by-step explanation:

2/11 = 4/22 therefore 4/22 + x = 5/22 and 5/22 - 4/22 = 1/22

\(\huge\bold{Given :}\)

✎ Sum of two numbers = \( \frac{5}{22} \)

✎ One of the number = \( \frac{2}{11} \)

\(\huge\bold{To\:find :}\)

✿ The other number.

\(\large\mathfrak{{\pmb{\underline{\orange{Solution}}{\orange{:}}}}}\)

\(\sf\blue{The \:other \:number \:is }\) \( \frac{1}{22} \). ✅

\(\large\mathfrak{{\pmb{\underline{\red{Step-by-step\:explanation}}{\orange{:}}}}}\)

❥ Let the other number be \(x\).

❥ As per the question, we have

\(sum \: of \: the \: two \: numbers = \frac{5}{22} \\ \\ ⇢  \frac{2}{11} + x = \frac{5}{22} \\ \\⇢ x = \frac{5}{22} - \frac{2}{11} \\ \\ ⇢ x = \frac{5}{22} - \frac{2 \times 2}{11 \times 2} \\ \\⇢ x = \frac{5 - 4}{22} \\ \\ ⇢ x = \frac{1}{22} \)

\(\sf\purple{Therefore,\:the\:other\:number\:is}\) \( \frac{1}{22} \).

\(\huge\bold{To\:verify :}\)

\( \frac{2}{11} + \frac{1}{22} = \frac{5}{22} \\ \\➪ \: \frac{2 \times 2}{11 \times 2} + \frac{1}{22} = \frac{5}{22} \\ \\ ➪ \: \frac{4 + 1}{22} = \frac{5}{22} \\ ➪ \: \frac{5}{22} = \frac{5}{22} \\ \\ ➪ \: L. H. S. = R. H. S\)

Hence verified. ✔

\(\circ \: \: { \underline{ \boxed{ \sf{ \color{green}{Happy\:learning.}}}}}∘\)

Answer:

105

Step-by-step explanation:

2x17=34

17x2.5=42.5

1.5x17=25.5

1/2x2x2x1.5=3

34+42.5+25.5+3=105

Answer Po Ba Ay 11.33?

Step-by-step explanation:

Calc

The length and width of a rectangle are 36cm and 4.5cm

Finding the Width:

The formula to find the perimeter of the rectangle is:

P=2(l+w),

where P is the perimeter, l be the length, and w be the width.

Now substitute the given values to solve for w, since we need to find the width.

The given information is:

the length of a rectangle is six inches more than eight times the width so the equation becomes:

L=8w+6

P=120

w=8w

now plug the values in the above formula:

P=2(l+w),

120=2(8w+6)+8w

120=16w+12+8w

120=24w+12

24w=108

w=4.5

To find the length just substitute in the L.

L=8(4.5)+6

L=30+6

L=36

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Answer: 196 inch²

Step-by-step explanation:

Area of square= side x side
so area of square= 14x14 = 196 inch²

\(\: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \huge \boxed{ \sf{ \:}} \\ \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \tiny\sf{A \: square}\)

\( \small \underline{ \boxed{ \sf{ \pmb{Area_{(square)}= \bigg(Side\bigg)^2\:sq.units }}}}\\\)

\( \:\:\:\:\:\:\longrightarrow \sf {Area_{(square\:painting )}=\bigg(14\bigg)^2\: square:inches }\\\)

\( \:\:\:\:\:\:\longrightarrow \sf {Area_{(square\:painting )}=\bigg(14\times 14\bigg)\: square:inches }\\\)

\( \:\:\:\:\:\:\longrightarrow \boxed{ \tt{ \pmb{ \red{Area_{(square\:painting )}=\underline{196\:square\:inches}}}}}\\\)

\( \\ \therefore \underline{ \cal{ \pmb{The \:area \: of \:the\:painting \: is \: \frak{\purple{196 \:square\:inches }. }}}}\\\)

(a) The real discrete Fourier transform (DFT) is calculated for the given data set to analyze the helicopter's acoustic signature.

(b) To obtain the ck values and illustrate the relative size of each term in the Fourier series, we calculate the magnitude of each coefficient and plot their amplitudes on a bar graph against the corresponding frequency component, k.

To analyze the helicopter's acoustic signature, the real DFT is computed for the provided data set. The DFT transforms the time-domain measurements of acoustic pressure into the frequency domain, revealing the different frequencies present and their corresponding amplitudes. This analysis helps in understanding the spectral characteristics of the helicopter's acoustic signature and identifying prominent frequency components.

Using the Fourier series representation, the amplitudes (ck's) of the different frequency components in the Fourier series are determined. These amplitudes represent the relative sizes of each term in the series, indicating the contribution of each frequency component to the overall acoustic signature. By plotting the amplitudes on a bar graph, the relative strengths of different frequency components become visually apparent, enabling a clear comparison of their importance in characterizing the helicopter's acoustic signature.

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Answer:

103.62 cm C is your answer

Step-by-step explanation:

edg 2020

It is c 100% trust me!

x ≤ 3

Step-by-step explanation:

4x ≤ 12

divide each side by 4

x ≤ 3

Considering that y is between x and z, we have that:

We consider that y is between x and z, hence the length of the segment is given by:

xz = xy + yz

The separate lengths are given as follows:

Hence:

4k + 38 = 3k - 2 + 7k + 4.

4k + 38 = 10k + 2

6k = 36

k = 6.

Hence the length of yz is given by:

yz = 7k + 4 = 7(6) + 4 = 42 + 4 = 46 units.

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The equation of the line parallel to the given line that contains C is obtained as y = x + 6.

For the given question;

The equation of the line is given as;

y = x + 4

The standard form of the equation of line in slope intercept form is;

y = m x + c

where, m is the slope and c is the y intercept.

On comparing;

m₁ = 1

Now, the other lien is parallel to the given line.

Thus, slopes of both lines will be equal.

m₁ = m₂ = 1

The passing points of the line are;

(x₁, y₁) = C(1, 7)

Now, the equation of lien will be;

y - y₁ = m₂(x - x₁)

Put the values;

y - 7 = 1(x - 1)

Simplifying.

y = x + 6

Thus, the equation of the line parallel to the given line that contains C is obtained as y = x + 6.

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Answer:

y = 2x - 6

Step-by-step explanation:

subtract 2x from each side to get:

-y = -2x + 6

divide each side by -1 to get:

y = 2x - 6

Answer:

88,44,22,11,5.5,2.75

Step-by-step explanation:

Given:

Length of rectangular table = \(\dfrac{4}{5}\) meter

Width of rectangular table = \(\dfrac{2}{3}\) meter

To find:

The area of the table.

Solution:

Area of a rectangle is:

\(A=l\times w\)

Where, l is the length and w is the width.

Substitute \(l=\dfrac{4}{5}\) and \(w=\dfrac{2}{3}\) in the above formula to find the area of the rectangular table.

\(A=\dfrac{4}{5}\times \dfrac{2}{3}\)

\(A=\dfrac{8}{15}\)

Therefore, the area oft he table is \(\dfrac{8}{15}\) square meters.

Answer:

look up demos, it works like a charm everytime!

Step-by-step explanation:

hope this helps :)

Probability of spin on polka dots = 3/8.

Probability of spin on stripes = 5/8

Probability of spin on striped and even numbers = 1/4.

Probability of landing a spin on even numbers or striped  = 3/4

The code is ABCH.

From attached figure we have.

Probability

= (total number of favorable outcomes)/(Total number of outcomes)

Spaces are 0, 1, 2, 3, 4, 5, 6, 7

Total number of spaces = 8

Number of space having polka dots

= 1, 4, 6 have polka dots

= 3

Number of space having stripes

= 0, 2, 3, 5, 7 have stripes

= 5

Number of space with stripes and even numbers

= 2

Probability of landing on polka dots =3/8.

Option A.

Probability of landing on stripes

= 5/8

Option H.

Probability of landing on stripes and even numbers

= 2/8

= 1/4

Option C.

Probability of landing on stripes or even numbers

= Probability of ( polka dots + stripes - stripes and even numbers )

= 3/8 + 5/8 - 1/4

= (3 + 5 - 2)/8

= 6/8

= 3/4

Option B

This implies ,code is 'ABCH'.

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The above question is incomplete, the complete question is:

Probability Digital Escape! puzzle 3 answer

Attached figure.

Answer: AED \\ FGH and AB and HG are skew lines

Step-by-step explanation: Just took it!

The range of a function is the set of all possible output values (y-values) of the function. To find the range of f(x) = (5/2)^x - 5, we need to find the minimum and maximum values of y that can be obtained by plugging in all possible x values.

To find the maximum value of f(x), we can take the limit as x approaches infinity:

Answer:

x=-1

Step-by-step explanation:

just like 8/8 is 1 the same concept only you add a negative

Answer:

x = -64

Step-by-step explanation:

Isolate the variable, x. Note the equal sign, what you do to one side, you do to the other. Multiply 8 to both sides:

(x/8)8 = (-8)8

x = -8 * 8

x = -64

-64 is your solution for x.

~

Answer:

??i never did this before

Answer:

1/2 1/6 1/6

Step-by-step explanation: