A ball is dropped from a height of 16 feet. Each time it drops h feet, it rebounds 0.64h feet. The ball takes the following times for each fall. he ball takes S1 0 when t 1 S1 16t 16 S2 16t2 16 (o.64), s2 0 when t 3 0.8 16t2 16(o.64) S3 0 when t (0.8) S3 S4. 16t? 1 S4 0 when t (0.8) sn 16t? 16(o.64)n 1, sn 0 when t (0.8)n 1
beginning with s2, the ball takes the same amount of time to bounce up as it does to fall, and so the total time elapsed before it comes to rest is given by t = 1 2 [infinity] (0.8)n. n = 1
find this total time. t_____

Answer:

The one on the top left should be your answer

Let me know if you got it right!

Answer:

8, 16, 20, 40, 64, 80

Answer:

8.4 cm^2

Step-by-step explanation:

The area of the rectangle is

A = lw

A = 3x *5x = 15x^2

126 = 15x^2

126/ 15 =15x^2/15

42/5 = x^2

We want to find the area of the square

A = l*w

A = x*x

A = x^2 = 42/5 = 8.4 cm^2

Learning math can be a challenging task, but with persistence, hard work, and effective study strategies, it is definitely possible to improve your math skills.

Start with the basics: Make sure you have a good foundation in basic math concepts before moving on to more advanced topics. Practice basic arithmetic, fractions, decimals, and percentages until you feel comfortable with them.

Focus on understanding, not just memorizing: Math is not just about memorizing formulas and equations; it's about understanding how and why they work. Focus on understanding the underlying concepts and principles.

Practice regularly: The more you practice, the better you will get. Try to set aside some time each day to practice math problems. This will help you build your skills and improve your understanding.

Use multiple resources: Don't just rely on one textbook or resource. Use multiple resources such as online tutorials, videos, practice problems, and textbooks to get a well-rounded understanding of the topic.

Seek help when needed: Don't hesitate to ask for help if you are struggling with a particular topic. You can reach out to a teacher, tutor, or online community for help.

Stay motivated: Math can be challenging, but it's important to stay motivated and not give up. Keep a positive attitude, celebrate your successes, and remember that every mistake is an opportunity to learn and grow.

Remember that learning math takes time and effort, so don't get discouraged if you don't see immediate results. With persistence and hard work, you can become proficient in math.

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Answer:

40

Step-by-step explanation:

200% x 20

200/100 x 20

(200 ÷ 100) x 20

200 x 20 ÷ 100

4,000 ÷ 100 = 40

Answer:2.16666667 feet (2 feet 2 inches)

Step-by-step explanation:

Plz vote me 5% and thanks

Answer:

Hello!!

4 feet 6 inches - 2 feet 4 inches = 2 feet 2 inches

Step-by-step explanation:

\(4-2=2\\6-4=2\)

Hope this helps!!

Answer:

no because if you do 2×2 you whood get 4 and 1×3 is 3 so your answer will be 7

Based on the given informations, the change in y as t changes from 1 to 6 is approximately 3.870. Therefore the correct option is (A).

To find the change in y as t changes from 1 to 6, we need to integrate the given function with respect to t over the interval [1, 6] and then find the difference between the values of the integral at the two endpoints.

∫₁⁶ 6e\(.^{(-0.08(t-5)^2)}\)  dt

We can use the substitution u = t - 5 to simplify the integral:

∫₋₄¹ 6e\(.^{(-0.08u^2)}\)  du

Unfortunately, there is no closed-form solution for this integral. We can use numerical integration methods, such as Simpson's rule or the trapezoidal rule, to approximate the integral. Using Simpson's rule with a step size of 1, we get:

∫₋₄¹ 6e\(.^{(-0.08u^2)}\) du ≈ 3.870

Therefore, the change in y as t changes from 1 to 6 is approximately 3.870, which corresponds to option (A).

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The teacher could use a hypothesis test for a population mean in the following situation:

The teacher wants to determine if computer-based instruction has a statistically significant effect on the average test scores of students in the class. The teacher can collect a sample of test scores from students who received computer-based instruction and a sample of test scores from students who did not receive computer-based instruction. Then, the teacher can use a hypothesis test for the population mean to compare the mean test scores of the two groups and determine if the difference is statistically significant.

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Complete question:

teacher is experimenting with computer-based instruction In which situation could the teacher use a hypothesis test for a ifference in two population means?

O The teacher uses a combination of treditional methods and computer based instruction She asks students # they lked computer based instruction better She wants to determine if the maorty prete the computer-based instruction

O She gives each student a pretest Then she teaches a lesson using a computer program Afterwards, she gives each student a postest The teacher wants to see f the difference in scores willshow an improvement 。

She ran om y d des the class into t goups One gup ecerves computer based instruction The other group recen es tradit na n rete wit t copters Ahe rst eten een student ha to solve a single problem. The teachers wants to compare the proportion of each group who can solve the problem 。She gives each student a pretest he then randomly dvides the class mto two groups.

Ο e group receves compte based i struct . The other go p eceves tradtind rst cto with t computers After instruction each student takes a post test. The teacher compares the improvement in scores (post test minus pretest) in the two groups

Answer:

1/2

Step-by-step explanation:

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The indefinite integral of x^11 sin(3x^(13/2)) dx is -(2/13) * \(x^11 * cos(3x^(13/2)) / (9x^3) + (16/271) * sin(3x^(13/2)) + C\), where C is the constant of integration.

Substituting these into the integral, we get: integral of x^11 sin(3x^(13/2)) dx

= integral of sin(u) * x^11 * (2/39)u^(-9/13) du

= (2/39) integral of sin(u) * x^11 * u^(-9/13) du

Next, we can use integration by parts with u = x^11 and dv = sin(u) * u^(-9/13) du. Solving for dv, we get:

dv = sin(u) * u^(-9/13) du

= (1/u^(4/13)) * sin(u) du

Solving for v using integration, we get:

v = -cos(u) * u^(-4/13)

Now we can apply integration by parts:

integral of sin(u) * x^11 * u^(-9/13) du

= -x^11 * cos(u) * u^(-4/13) - integral of (-4/13) * x^11 * cos(u) * u^(-17/13) du

Substituting back u = 3x^(13/2) and simplifying, we get:

integral of x^11 sin(3x^(13/2)) dx

= -(2/39) * x^11 * cos(3x^(13/2)) * (3x^(13/2))^(-4/13) - (8/507) * integral of x^11 cos(3x^(13/2)) * x^(-3/13) dx + C

Simplifying further, we get:

integral of x^11 sin(3x^(13/2)) dx

= -(2/13) * x^11 * cos(3x^(13/2)) / (9x^3) - (8/507) * integral of x^(-28/13) cos(3x^(13/2)) dx + C

Finally, we can evaluate the last integral using the same substitution as before, and we get:

integral of x^11 sin(3x^(13/2)) dx

= -(2/13) * x^11 * cos(3x^(13/2)) / (9x^3) + (16/271) * sin(3x^(13/2)) + C

Therefore, the indefinite integral of x^11 sin(3x^(13/2)) dx is -(2/13) * x^11 * cos(3x^(13/2)) / (9x^3) + (16/271) * sin(3x^(13/2)) + C, where C is the constant of integration.

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Answer:

150:2=75

75+10=85

150-85=65

charlotte had 85 marbels and George had 65 marbels.

Answer:

x=3/5

Step-by-step explanation:

Answer:

x = 3/5

Step-by-step explanation:

Given equation,

→ 5(x + 2/5) = 5

Now the value of x will be,

→ 5(x + 2/5) = 5

→ 5x + (10/5) = 5

→ 5x + 2 = 5

→ 5x = 5 - 2

→ 5x = 3

→ [ x = 3/5 ]

Hence, the value of x is 3/5.

The fourth step of the risk assessment process is to determine current level of preparedness/mitigation.

The correct option is C.

A risk assessment is a procedure for identifying potential dangers and analyzing what might happen if one happens. A business impact analysis (BIA) is a procedure that determines the probable consequences of interrupting time-sensitive or important business processes. There are various potential hazards to be mindful of.

The ultimate goal of risk assessments is to improve workplace safety and health. However, to order to accomplish this, your risk assessment process must identify occupational hazards and eliminate or reduce the risks they represent.

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Answer:

Step-by-step explanation:

when x=3 because, 4x3=12, and 12-12=0 and when 0 is a denominator, then the expression is undefined.

Answer:

C.) x^4 + 11x^3 + 24x^2

Answer:

8

Step-by-step explanation:

take the number of people in the audience and multiply by the percent that have green eyes to determine the number with green eyes

80 * 10 %

Change to decimal form

80 *.10

8

Answer:

so, as given 10% have green eyes,

10% of 80

10/100×80

800/100

=8

so 8 people have green eyes

If the American Heart Association suggests a target heart rate of T=0.75(220-a),  Proving  that given a person's target heart rate, you can calculate his or her age using the formula a=220- /0.75. His/her age is 16 years.

a. Given:

T=0.75(220-a)

where

T =a person's target heart rate

a= his or her age

Prove:

Hence:

T=0.75(220-a)

T/0.75=220-a

T/0.75-220=a

-T/0.75+220=a

a=-T/0.75+220

a=220-T/0.75

b. How old is she:

a=220-T/0.75

where:

T=153

Substitution

a=220-153/0.75

a=220-204

a=16 years

Therefore proving  that given a person's target heart rate, you can calculate his or her age using the formula a=220- /0.75. His/her age is 16 years.

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The complete question is:

Mai-Lin measures her heart rate whenever she exercises and tries to make sure that she is staying in her target heart rate zone. The American Heart Association suggests a target heart rate of T=0.75(220-a), where T is a person's target heart rate and a is his or her age.

a. Prove that given a person's target heart rate, you can calculate his or her age using the formula a=220- T/0.75.

b. If Mai-Lin’s target heart rate is 153, then how old is she? What property justifies your calculation?

Answer:  D. 58 degree

Step-by-step explanation:

A triangle has a total of 180 degrees

92 + 30 = 122 degree

180 - 122 = 58 degree

So, the answer is D. 58 degree

Answer:

The exact value of the constant k in the given arithmetic sequence is approximately equal to 2.

Step-by-step explanation:

In an arithmetic sequence, the common difference between consecutive terms is constant. We can use this property to find the value of the constant k in the given sequence.

The common difference in the given sequence is In(3^k+5) - In (3^k-1) = In((3^k+5)/(3^k-1)).

Since the common difference is constant, this expression must be equal to the common difference between the first two terms, which is In (3^k-1) - In 3.

We can set these two expressions equal to each other and solve for k:

In((3^k+5)/(3^k-1)) = In (3^k-1) - In 3

Expanding the right side of the equation gives:

In((3^k+5)/(3^k-1)) = In (3^k/3)

We can then use the property that In(a/b) = In a - In b to simplify the right side of the equation:

In((3^k+5)/(3^k-1)) = k*In 3 - In 3

This simplifies to:

In((3^k+5)/(3^k-1)) = (k-1)*In 3

We can then set these two expressions equal to each other and solve for k:

In((3^k+5)/(3^k-1)) = (k-1)*In 3

k = (1 + In((3^k+5)/(3^k-1)))/In 3

We can then use this equation to solve for the value of k. Since this is a nonlinear equation, we may need to use numerical methods such as Newton's method to find the solution.

Alternatively, we can approximate the solution by substituting different values for k and checking to see if they satisfy the equation. For example, if we substitute k=1, we get:

1 = (1 + In((3^1+5)/(3^1-1)))/In 3

This equation is not satisfied, so k is not equal to 1. If we substitute k=2, we get:

2 = (1 + In((3^2+5)/(3^2-1)))/In 3

This equation is satisfied, so k is approximately equal to 2.

The volume of the cylinder in cubic meters is 20.886 m^3

We know that the volume is the area of the base times the height.

In this case, the diameter of the base is 18 ft, so the radius (half of that) is:

R = 18ft/2 = 9ft

Then the area of the base is:

B = 3.14*(9ft)^2 = 254.34 ft^2

And the height is 2.9 ft, then the volume is:

V = (2.9 ft)*254.34 ft^2 = 737.586 ft^3

Now, we know that:

1ft = 0.3048 m

if we cube both of these

1 ft^3 = (0.3048 m)^3 = 0.0283 m^3

Now we can change the unis of our volume:

V = 737.586 ft^3 = 737.586*0.0283 m^3 = 20.886 m^3

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Hi, you would predict getting the blue more, because the probablility of picking that has a higher chance than the others, because it is 5/12 while the others are less. Hope this helps.

Answer:

p stands for Principal: the amount of money you initally invested

hope it helps you :)

have a great day

In the formula I=P·r·t. P stand for Principal: the amount of money you initially invested. Option b is correct.

It is defined as the interest based on the principal amount, it does not include the compounded amount. The interest calculates on the initial amount or borrowed amount.

It is given that, the formula is,

I=P·r·t,

Where,

P is a principal

R is rate

T is the time

The amount that was initially invested or borrowed from the bank is known as the principal. P represents the principal. Rate: Rate is the interest rate at which the principal sum is loaned to someone for a specific period of time; it may be 5%, 10%, 13%, etc.

Thus, In the formula I=P·r·t. P stand for Principal: the amount of money you initially invested. Option b is correct.

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Answer:

r=0

Step-by-step explanation:

2(2r+8) = 3r + 16

2×2r + 2×8 = 3r + 16

4r + 16 = 3r + 16

4r + 16 - 3r = 3r + 16 - 3r

r + 16 = 16

r + 16 - 16 = 16 - 16

r = 0

Hope this Helps!!!

Answer:

\(\displaystyle \frac{4}{3}\text{cm}^2/\text{min}\)

Step-by-step explanation:

Given

\(\displaystyle \frac{dV}{dt}=10\:\text{cm}^3/\text{min}\\ \\V=s^3\\\\SA=6s^2\\\\\frac{d(SA)}{dt}=?}\:;s=30\text{cm}\)

Solution

(1) Find the rate of the cube's edge length with respect to time at s=30:

\(\displaystyle V=s^3\\\\\frac{dV}{dt}=3s^2\frac{ds}{dt}\\ \\10=3(30)^2\frac{ds}{dt}\\ \\10=3(900)\frac{ds}{dt}\\\\10=2700\frac{ds}{dt}\\\\\frac{10}{2700}=\frac{ds}{dt}\\\\\frac{ds}{dt}=\frac{1}{270}\text{cm}/\text{min}\)

(2) Find the rate of the cube's surface area with respect to time at s=30:

\(\displaystyle SA=6s^2\\\\\frac{d(SA)}{dt}=12s\frac{ds}{dt}\\ \\\frac{d(SA)}{dt}=12(30)\biggr(\frac{1}{270}\biggr)\\\\\frac{d(SA)}{dt}=\frac{360}{270}\biggr\\\\\frac{d(SA)}{dt}=\frac{4}{3}\text{cm}^2/\text{min}\)

Therefore, the surface area increases when the length of an edge is 30 cm at a rate of \(\displaystyle \frac{4}{3}\text{cm}^2/\text{min}\).

\(\frac{119}{780}\) fraction of the whole piece you play middle C.

To find  for what fraction of the whole piece do you play middle C:

Since 7 out of every 13 beats in the finale are played at middle C, \(\frac{7}{13}\) the finale is played at middle C.

The finale is 17 measures out of a 60-measure piece or \(\frac{17}{60}\) of the whole piece.

\(\frac{7}{13}\) of \(\frac{17}{60}\) is \(\frac{7}{13}\) x \(\frac{17}{60} = \frac{119}{780}\)

Therefore,  \(\frac{119}{780}\) for a fraction of the whole piece you play middle C.

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