Which of the following exponential equations is equivalent to the logarithmic equation below? log 450 = x O A. 45010 = x O B. x 10 = 450 O C. 450* = 10 . O D. 10* = 450
Answers
Given:
The given equation is
\(\text{ log}450=x.\)Required:
We have to find the correct option.
Explanation:
Clearly, the given log has base 10. So, to find the answer we proceed as follows:
\(\begin{gathered} \text{ log}450=x \\ \Rightarrow450=10^x. \end{gathered}\)\(\Rightarrow10^x=450.\)Final answer:
Hence the final answer is
\(10^x=450\)Which is option D.
Related Questions
A baseball is seen to pass upward by a window with a vertical tpeed of 11 m/s : The ball was thrown by a person 18 m below on the stroet. Part A What was its initial speed? Express your answer to two significant figures and includi the appropriafe units. Part B What altituse does it reach? Express your answer to two significant figures and include the appropriate units. Part C What time elapsed since it was thrown? Express your answer to two significant figures and include the appropriate units. What altitude does it reach? Express your answer to two significant figures and include the appropriate units. Part C What time elapsed since it was thrown? Express your answer to two significant figures and include the appropriate units. Part D What time will it take the baseball to reach ground again, counting from the moment it passed the window upward? Express your answer to two significant figures and include the appropriate units.
Answers
(A) Its initial speed was 21.76 m/s.
(B) The actual altitude is (18+ 6.17) m = 24.17 m
(C) Time elapsed since it was thrown is 2.22 sec
(D) 4.44 sec will it take the baseball to reach ground again, counting from the moment it passed the window upward.
Part A:
Let u be the starting velocity.
At a height of 18 meters above the earth, the velocity is stated as 11 m/s.
Next applying equation
v² = u² +2as, where a refers to acceleration and s refers to displacement
substituting the values
11² = u² - 9.8×18 (Since given that the ball going upward a=g = gravitational acceleration= 9.8 m/s2 )
u = √(121 + 352.8)
u = 21.76 m/s
Part B:
After the building's window, let the ball's altitude be H.
Using the equation once more
v² = u² +2as
0 = 11² - 2 × 9.8 × H (since once at altitude, the final velocity will be zero.)
We get,
H= 121/19.6
H = 6.17 m
So the actual altitude is (18+ 6.17) m = 24.17 m
Part C:
Let the time elapsed is t
The using the equation v= u +at
0 = 21.76 - 9.8 × t
t = 2.22 sec
Part D:
The time taken by the baseball will be exactly double the time taken to reach the highest altitude that is 2.22 sec.
So the time is 2.22×2 = 4.44 sec.
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I really need help on this question, thank you!
Answers
Answer:
Your answer is D
Step-by-step explanation:
When we reflect the point which is at the coordinates (-2,4) we count how far it is from the Y line, it is 2 units away thus we must put our point on the Y line and count 2 to the other side giving us (2,4)
Hope this helps!
xavier is a teacher and takes home 90 papers to grade over the weekend. he can grade at a rate of 6 papers per hour. how many papers would xavier have remaining to grade after working for 12 hours?
Answers
The number of papers xavier have remaining after working for 12 hours is 18
How many papers would xavier have remainingXavier can grade 6 papers per hour, so in 12 hours he can grade:
6 papers/hour x 12 hours = 72 papers
Therefore, after working for 12 hours, Xavier would have
90 - 72 = 18 papers remaining to grade.
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an optimal solution to a linear programming problem must lie part 2 a. somewhere in the interior of the feasible region. b. at the intersection of at least two constraints. c. somewhere outside of the feasible region. d. somewere on the line between two corner points.
Answers
The correct option is b which tells that an optimal solution to a linear programming problem must lie at the intersection of at least two constraints.
Linear programming is an optimization technique that is fine for the purpose of getting the best solution such as maximizing profit or certain 4th-era quantities.
When there are just two choice variables, the graphic method of solving a linear programming issue can be employed.
It is fine by modelling real-life problems into mathematical models that have linear relationships or constraints such as in the form of objective functions.
In linear programming, an objective function defines the formula for quantity optimization and the goal from this is to determine variable values that maximize or minimize the objective function depending on the problem robbery solved.
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A bolt manufacturer is very concerned about the consistency with which his machines produce bolts. The bolts should be 0.2 centimeters in diameter. The variance of the bolts should be 0.025. A random sample of 15 bolts has an average diameter of 0.21 cm with a standard deviation of 0.1587. Can the manufacturer conclude that the bolts vary by more than the required variance at α=0.01 level? Step 1 of 5: State the hypotheses in terms of the standard deviation. Round the standard deviation to four decimal places when necessary. A bolt manufacturer is very concerned about the consistency with which his machines produce bolts. The bolts should be 0.2 centimeters in diameter. The variance of the bolts should be 0.025. A random sample of 15 bolts has an average diameter of 0.21 cm with a standard deviation of 0.1587. Can the manufacturer conclude that the bolts vary by more than the required variance at α=0.01 level? Step 2 of 5: Determine the critical value(s) of the test statistic. If the test is twotailed, separate the values with a comma. Round your answer to three decimal places. A bolt manufacturer is very concerned about the consistency with which his machines produce boits. The bolts should be 0.2 centimeters in diameter. The variance of the boits should be 0.025. A random sample of 15 bolts has an average diameter of 0.21 cm with a standard deviation of 0.1587. Can the manufacturer conclude that the bolts vary by more than the required variance at α=0.01 level?
Answers
To determine if the bolts vary by more than the required variance, we can conduct a hypothesis test. The null hypothesis (H₀) states that the variance of the bolts is equal to or less than the required variance (σ² ≤ 0.025), while the alternative hypothesis (H₁) states that the variance is greater than the required variance (σ² > 0.025).
Next, we need to determine the critical value(s) of the test statistic. Since we are testing for variance, we will use the chi-square distribution. For a one-tailed test with α = 0.01 and 14 degrees of freedom (n-1), the critical value is 27.488.
Now, we can compare the test statistic to the critical value. The test statistic is calculated as (n-1) * s² / σ², where n is the sample size (15), s² is the sample variance (0.1587²), and σ² is the required variance (0.025).
If the test statistic is greater than the critical value, we reject the null hypothesis and conclude that the bolts vary by more than the required variance. Otherwise, we fail to reject the null hypothesis.
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To determine if the bolts vary by more than the required variance, we can conduct a hypothesis test. The null hypothesis (H₀) states that the variance of the bolts is equal to or less than the required variance (σ² ≤ 0.025), while the alternative hypothesis (H₁) states that the variance is greater than the required variance (σ² > 0.025).
Next, we need to determine the critical value(s) of the test statistic. Since we are testing for variance, we will use the chi-square distribution. For a one-tailed test with α = 0.01 and 14 degrees of freedom (n-1), the critical value is 27.488.
Now, we can compare the test statistic to the critical value. The test statistic is calculated as (n-1) * s² / σ², where n is the sample size (15), s² is the sample variance (0.1587²), and σ² is the required variance (0.025).
If the test statistic is greater than the critical value, we reject the null hypothesis and conclude that the bolts vary by more than the required variance. Otherwise, we fail to reject the null hypothesis.
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Decide if the statement is giving you the x or y value of the function
Answers
Answer: 1a. f(2) is an x-value
1b. f(x) = 4 is a y-value
1c. f(-10) is an x-value
1d. m(x) = 64 is a y-value
2. f(4) = 17
3. x = 39
Step-by-step explanation: In general, if there is an equal sign, the output f(x) is a y-value. if the expression is f(#) with a number in the parentheses, that is the value to insert for x.
2.) f(x) = 2x + 9
f(4) = 2(4) + 9
f(4) = 8 + 9
f(4) = 17
3. f(x) = 5x -3
192 = 5x -3
192 + 3 = 5x
195 = 5x
39 = x
true/false: a base class cannot contain a pointer to one of its derived classes.
Answers
The statement a base class cannot contain a pointer to one of its derived classes is false because a base class can indeed contain a pointer to one of its derived classes.
In object-oriented programming, a base class can have a pointer to one of its derived classes. This is known as upcasting or polymorphism. Upcasting allows for the flexibility of treating derived class objects as instances of the base class.
By using pointers, a base class can refer to derived class objects and access their member functions and variables. This enables the base class to work with different derived classes without needing to know their specific types.
Pointers to derived classes can be stored in base class member variables or passed as function parameters. This allows for dynamic binding and the ability to invoke overridden functions based on the actual derived class type at runtime.
This concept is fundamental to achieving polymorphism and code reusability in object-oriented programming languages like C++ and Java. It facilitates the implementation of inheritance hierarchies and the ability to work with objects of different derived classes through a common base class interface.
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PLEASE HELP, I NEED THIS OR I WILL FAIL MY CLASS PLZZZZ.
30 POINTS AND BRANNIEST
( PLEASE SHOW WORK OR I MIGHT NOT GIVE BRAINIEST )
Answers
Answer:
Step-by-step explanation:
mean: equal for both data sets
median: Greater for data set A
Range: Greater for data set B
darwin's geometric ratio of increase pertains specifically to
Answers
Darwin's geometric ratio of increase pertains specifically to the growth rate of populations in biological organisms. According to Darwin's theory of evolution, populations have the potential to increase exponentially over time if certain conditions are met. The geometric ratio of increase, often denoted as "r" or the intrinsic rate of natural increase, represents the factor by which a population multiplies during each reproductive cycle or generation.
In the context of natural selection, individuals with higher reproductive rates (higher r-values) have a greater chance of passing on their genetic traits to the next generation. Over time, this can lead to significant population growth and evolutionary changes within a species. However, the geometric ratio of increase is limited by various factors, such as availability of resources, competition, predation, and environmental constraints, which can result in a balance between population growth and environmental carrying capacity.
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Aabc def. what sequence of transformations will move a abc onto def
o a. a dilation by a scale factor of 2, centered at the origin, followed by
a reflection over the x-axis
b. a dilation by a scale factor of centered at the origin, followed by
the translation
(x, y) - (x, y - 10)
c. a dilation by a scale factor of 2, centered at the origin, followed by the translation (x,y) - (x,y-10)
d. a dilation by a scale factor of 2, centered at the origin,followed by a 180 clockwise rotation about the origin
Answers
The correct sequence of transformations is d. a dilation by a scale factor of 2, centered at the origin, followed by a 180-degree clockwise rotation about the origin.
How to move triangle ABC onto triangle DEF?To move triangle ABC onto triangle DEF, we need to apply a sequence of transformations that will transform ABC into the same shape and orientation as DEF. Let's analyze each option:
a. This transformation would change the size and orientation of the triangle but does not match the given transformation requirements.
b.This option includes a dilation but lacks the rotation required to match the triangles.
c.This option includes the dilation specified in option a, but it does not involve the rotation required to match the triangles.
d. A dilation by a scale factor of 2, centered at the origin, followed by a 180-degree clockwise rotation about the origin
This option includes both the dilation and the rotation, which are necessary to match the triangles.
Therefore, the correct sequence of transformations to move ABC onto DEF is option d.
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however, you recently selected a file at random and found that the paper work was not in order. who is the most likely culprit?
Answers
The most likely culprit is whoever was responsible for filing the paper work. They likely failed to properly organize and file the documents.
The most likely culprit for the paper work not being in order is whoever was responsible for filing it. To determine who this is, it is helpful to look at who had access to the documents. This could include the person who initially created the paperwork, anyone who has handled the paperwork since then, and anyone with access to the file where the paperwork is stored. Once the list of possible suspects has been narrowed down, it is important to check if any of them have a history of filing incorrectly or not following proper procedure. It is also helpful to look at any recent changes to the filing system or personnel which may have caused an inadvertent disruption in the filing process. Taking all of these factors into account can help to identify the most likely culprit.
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why might a density plot be an important part of the toolkit used by someone building a regression model? density plots will enable an analyst to determine which input variables truly matter in terms of the outcome. a density plot could be a helpful way to view the distribution of a predictor variable. density plots reduce the overall structure of the data. with a density plot, an analyst will be able to see how the prediction model will be built before the model is finalized.
Answers
A density plot is an important tool in the toolkit of someone building a regression model because it can aid in variable selection, model selection, data reduction, and model visualization.
A density plot is a graphical representation of the distribution of a variable.
It can be useful in a regression model because it allows the analyst to visualize the distribution of the predictor variables, which in turn can help determine which variables truly matter in terms of the outcome. This can aid in the selection of input variables for the regression model, ensuring that only the most important variables are included.
Furthermore, a density plot can also provide insight into the shape of the distribution of a predictor variable, which can be helpful in selecting an appropriate regression model.
In addition, a density plot can help reduce the overall structure of the data, making it easier to identify patterns and relationships between variables. This can aid in the creation of a regression model that accurately predicts the outcome based on the input variables.
Finally, by visualizing the distribution of the predictor variables, an analyst can see how the regression model will be built before the model is finalized. This can help ensure that the model is appropriate for the data and that it accurately predicts the outcome.
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What is the value of the expression when n = -3 ?
What would be the first step in simplifying this expression when n = -3?
n2 − 3 ( 2) +4n
a. 9; First step is 3(2)
b. 0; First step is (-3)^2
c. -48; First step is 4(-3)
d. -9; First step is (-3)²
e. 0; First step is 4(-3)
f. -48; First step is 3(2)
Answers
The value of the expression is -9 and the first step in simplifying this expression when n = -3 is (-3)^2
What is the value of the expression when n = -3 ?The expression is given as:
n^2 - 3(2) +4n
When n = -3, the expression becomes
(-3)^2 - 3(2) + 4(-3)
Evaluate the exponent and the product
9 - 6 - 12
Evaluate the difference
-9
Hence, the value of the expression is -9
What would be the first step in simplifying this expression when n = -3?The first step in simplifying this expression when n = -3 is to evaluate the bracket
Hence, the first step in simplifying this expression when n = -3 is (-3)^2
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A one-pound pack of wall putty costs $3. A 10-pound pack costs $24. What is the percent savings If you buy the 10-pound pack? 2096 24% 25% 60%
Answers
Answer:
20%
Step-by-step explanation:
let x = percent savings
$3/lb (cost per lb of a 1 lb pack)
$24/10lb = $2.40/lb (cost per lb for a 10 lb pack)
$3 - $3x = $2.40
-3x = -0.60
x = -0.60/3 = 0.20
0.20 x 100 = 20%
Please Help quickly!
Answers
I need help. What is (-5/3)²
Answers
Answer:
Exact form:
25/9
Decimal form:
2.(7)
Mixed fraction form:
2 7/9
Step-by-step explanation:
Hope you found this helpful
Answer:
(-5/3)² = 25/9
Step-by-step explanation:
(a/b)ⁿ = aⁿ / bⁿ
(-5/3)² = -5² / 3² = 25 / 9
PLZ HELP, 4/5 * 2/3. exsplain how you got it too. i just need an exsplaination. step by step.
Answers
Answer:
8/15
Step-by-step explanation:
4x2=8
5x3=15
Answer:
8/15
Step-by-step explanation:
First you multiply 4 by 2 and 5 by 3
4*2 = 8
5*3 = 15
Finally you have your answer!
8/15
right rectangular prism calc: find w, l=n/a, h=n/a, v=n/a
Answers
The value of width 'w' of rectangular prism with l = n/a, h = n/a, v = n/a is given by, w = a/n.
We know that the volume of rectangular prism with length L and width W and Height H is given by,
V = L*W*H
Given that the Height of the rectangular prism, h = n/a
Length of the rectangular prism, l = n/a
Volume of the rectangular prism, v = n/a
let the width of the rectangular prism be 'w'.
So from the volume formula we get,
v = lwh
n/a = (n/a)*w*(n/a)
n/a = (n/a)²*w
w = (n/a)/(n/a)² = (n/a)*(a/n)² = a/n
Hence the value of w is a/n.
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Which values are solutions to the inequality below? Check all that apply.
√x <10
A. 100
B. 25
C. -100
D. 105
E. 36
F. 9
Answers
Answer:
The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²vvvThe diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²The diagram shows measures of some of the line segments in APQR. 4.5 /62.58° Q Length of QS P Area of APQR S ㅏ Use the given information to find the measures of the unknown angles and segment shown below. Round your answers to the nearest whole number. Length of PS units 6.4 -5.0- units R units²v
Step-by-step explanation:
its E and A
Answer:
The solutions to the inequality are B, E, and F: 25, 36, and 9.
Step-by-step explanation:
The solutions to the inequality √x < 10 are the values of x that make the inequality true when plugged in. To find these values, we can square both sides of the inequality:
√x < 10
x < 10^2 = 100
So, the values of x that make the inequality true are those that are less than 100. The options that satisfy this condition are:
A. 100 (not a solution)
B. 25 (solution)
C. -100 (not a solution)
D. 105 (not a solution)
E. 36 (solution)
F. 9 (solution)
the number of moose in a national park is modeled by the function m that satisfies the logistic differential equation dmdt=0.6m(1−m200), where t is the time in years and m(0)=50. what is limt→[infinity]m(t)? a) 50. b) 200. c) 500. d) 1000. e) 2000.
Answers
The limit of m(t) as t approaches infinity is 200. So, option b) is correct.
To answer this question about the limit of m(t) as t approaches infinity, we can analyze the given logistic differential equation:
dm/dt = 0.6m(1 - m/200). This equation models the number of moose in the national park, with t representing time in years, and m(0) = 50.
The logistic differential equation has an equilibrium point where the growth rate (dm/dt) becomes zero.
To find this point, we set the equation equal to zero and solve for m:
0 = 0.6m(1 - m/200)
Dividing by 0.6 and simplifying, we get:
0 = m(1 - m/200)
0 = m(200 - m)
There are two possible solutions here:
m = 0 and m = 200.
However, since we know there are initially 50 moose (m(0) = 50), the stable equilibrium point must be m = 200.
So, option b) is correct.
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PLEASE I NEED HELP RIGHT AWAY
What is the equation in point-slope form of the line that passes through the points (7, 5) and (−4, −1) ?
Responses
y+4=11/6(x+1)
=
y+1=6/11(x+4)
y−1=6/11(x−4)
y+1=6/7(x+4)
Answers
y+1=6/11(x+4) is the equation in point-slope form of the line that passes through the points (7, 5) and (−4, −1).
What is Slope of Line?The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.
The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.
The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is
m=y₂-y₁/x₂-x₁
The given two points are (7, 5) and (−4, −1)
m=-1-5/-4-7
=-6/-11
=6/11
The point slope intercept form is y- y₁=m(x-x₁) through (-4,-1)
y-(-1)=6/11(x-(-4))
y+1=6/11(x+4)
Hence, y+1=6/11(x+4) is the equation in point-slope form of the line that passes through the points (7, 5) and (−4, −1).
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What is the area of a rectangle with side lengths of 5 meter and 3 meter?
- -
6 4
Answers
where width ?
...................
The law of large numbers states that as the number of observations drawn at random from a population with finite mean μ increases, the mean of the observed values.
Answers
The mean of a observed values approaches the population mean more and more as the number of data points gathered rises.
Define the term population mean?The average calculated from the group members, distribution, or population is known as the population mean.
It is calculated by dividing the sum of all different variables through the total population of variables. The population mean is shown here as. The population's observations are added together to form X. There are 2 distinct averages in statistics: Only a few observations—selected from the population data—are taken into account for calculating the sample mean. On the other hand, the population mean computes the average value by taking into account all of the population's observations.Thus, choose a population with a finite mean and a random sample of observations. The mean of a observed values approaches the population mean to a greater extent as the number of data gathered rises.
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Kelly has 15 blue bracelets and 12 green bracelets. What is the ratio of Kelly’s blue bracelets to green bracelets? A) 3 : 4 B) 4 : 5 C) 4 : 3 D) 5 : 4
Answers
Answer:
D) 5 : 4
Step-by-step explanation:
Don’t worry, this isn’t too difficult. First take 15 and 12. Find the first number that they can both be divided by. In this case, both 15 and 12 can be divided by 3. 15 divided by 3 is 5 and 12 divided by 3 is 4.
Remember to order the numbers the right way. Because the blue bracelets are mentioned first, the 5 should come before the 4. Making the answer 5 : 4.
Chase and Simon (1973) studied the memory of chess novices and experts for positions of chess pieces on a chessboard. Although experts generally have a far better memory for chess positions than do novices, they found that the novices performed as well or better than the experts when asked to recall random arrangements of chess pieces on the chessboard. The random arrangements included arrangements that could not possibly occur in a real game of chess. Why did novices do as well as experts when the pieces were arranged at random
Answers
Chase and Simon (1973) conducted a study on the memory of chess novices and experts for positions of chess pieces on a chessboard. They found that although experts generally have a better memory for chess positions than novices, novices performed equally or even better than experts when asked to recall random arrangements of chess pieces on the chessboard, even if the arrangements couldn't occur in a real game of chess.
One possible explanation for this phenomenon is that experts rely heavily on their knowledge of typical chess positions and patterns to remember the positions of the pieces. However, when the pieces are arranged randomly, these patterns are disrupted, and experts may struggle to apply their existing knowledge effectively. On the other hand, novices may not have developed strong patterns or strategies yet, so they approach the task with a more flexible mindset and are less affected by the random arrangement. They may use more general memory strategies, such as chunking or grouping the pieces together, which can be useful for recalling random arrangements.
In summary, novices may perform as well as experts when the pieces are arranged randomly because they rely less on established patterns and can use more general memory strategies to recall the positions.
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A tax is a restaurant charge based on a percentage of each meal price. The expression shown represents the tax on a meal price,p. 0.06p create an expression, in terms of p, to represent the total amount the restaurant charges for a meal, including tax PLEASE HELP
Answers
Answer:
56=90=21
Step-by-step explanation:
A sanitation company charges $4 per bag for garbage for pick up plus a $10 weekly fee . A restaurant has 14 bags of garbage what will the company charge the restaurant for the week write an equation of the function
Answers
Answer:
(4 x 14) + 10 = 66
Step-by-step explanation:
(4 x 14) + 10 = ?
56 + 10 = 66
Sales: (InThousands) represents the number sales (in $1000) made in the specified week of December (Week).
MarketSize: represents the size of the customer base (small, medium, or large market).
Age: Store represents the age of the store in years.
Promotion: Type represents which promotion the store ran (Promotion 1, 2, or 3. They ran three different promotions for a new product to see which one is more effective.).
Week: Numberrepresents the week in which the promotion ran (Week 1, 2, 3, 4 - captured sales of new product over four weeks)
Required:
a. What are the categorical qualitative variables from the ones listed above?
b. What are the numerical (quantitative) variables from the ones listed above?
c. Write the level of measurement (nominal, ordinal, interval or ratio) for each variable
Answers
Market Size: Qualitative data, Nominal scale. Promotion: Qualitative data, Nominal scale. Week: Qualitative data, Ordinal scale.
a) The categorical qualitative variables from the ones listed above are as follows :Market Size.
This variable represents the size of the customer base (small, medium, or large market).Promotion: Type represents which promotion the store ran (Promotion 1, 2, or 3. They ran three different promotions for a new product to see which one is more effective.).
b) The numerical (quantitative) variables from the ones listed above are as follows: Sales: (In Thousands) represents the number sales (in $1000) made in the specified week of December (Week).Age: Store represents the age of the store in years. Week: Number represents the week in which the promotion ran (Week 1, 2, 3, 4 - captured sales of new product over four weeks) c) Level of measurement for each variable is given as follows :Sales: Quantitative data, Ratio scale.Age: Quantitative data, Ratio scale.
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I have a question can you help me solve this. m-8=3
Answers
You have the following algebraic expression:
\(m-8=3\)In order to solve the previous expression, you proceed s follow:
m - 8 = 3 First, you sum 8 both sides of the equation
m - 8 + 8 = 3 + 8 simplify (-8 + 8 cancel out, 3 + 8 is equal to 11)
m = 11
Hence, the solution to the equation is m = 11
On the way to her babysitting job, Mary rode her bike for the first mile. She stopped at a traffic light and waited a few minutes for the traffic light to turn green. She then walked her bike across the street and up a short steep hill. Finally, she rode the bike at a constant speed for one more mile. If Mary created a graph of her time and distance, which statement describes the part of her graph that would show no change in distance?
Mary used her bike to ride the first mile.
Mary stopped and waited for the traffic light to turn green.
Mary walked her bike across the avenue and up a short hill.
Mary rode her bike at a constant speed for one mile.
Answers
The part of the graph that would show no change in distance is when Mary stopped and waited for the traffic light to turn green.
Statement B is correct.
How do we calculate?We know that during this time, Mary did not move forward or cover any distance. Hence, the graph would show a flat line at this point, indicating no change in distance.
Distance is described as a numerical or occasionally qualitative measurement of how far apart objects or points are.
In physics or everyday usage, distance may refer to a physical length or an estimation based on other criteria.
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