Help please i really need help with this problem it’s so hard please please help

Answer:

3x+2

Step-by-step explanation:

x+6/x+4+x-3/3

3x+6/4-3/3

3x+6/1/3

3x+6/3

3x+2

Answer:

216.

Step-by-step explanation:

Answer:

216 Bottles

Step-by-step explanation:

From the graph, we have the amount of water (in liters) on the y-axis and the time (in minutes) on the x-axis

a)

To obtain the amount of water at zero minutes, we will trace the y-value that corresponds with the value of zero on the x-axis: we will see this to be 270 liters

Therefore, at time zero minutes, the amount of water is 270 liters

b)

We will answer this by picking two points that lie along the straight line and calculate the slope. We pick the points:

We will proceed to calculate the slope as shown below:

The slope is -90 liters per minute.

The negative sign (-) means that as time increases, the amount of water in the aquarium decreases

The water decreases at a rate of 90 liters per minute

To understand why either v_{-1} >> v_{2} and  v_{-1} >> v_{1} or  v_{2} and  v_{-1}  and v_{2} and  v_{1} n the mechanism for the decomposition of ozone, we need to consider the rate constants and the overall reaction rate.

In the given mechanism, v_{-1}   represents the rate constant for the formation of O atoms, v_{2}  represents the rate constant for the recombination of O atoms, and v_{1}   represents the rate constant for the recombination of O and O3 to form O2.

In the first scenario (a), where v_{-1} >> v_{2} and  v_{-1} >> v_{1} it suggests that the formation of O atoms (step v_{-1}  is significantly faster compared to both the recombination of O atoms (step v_{2} ) and the recombination of O and O3 (step v_{1}) . This indicates that the rate-determining step of the overall reaction is the formation of O atoms, and the subsequent steps occur relatively quickly compared to the formation step.

In the second scenario (b) v_{2} >> v_{-1}  and v_{2} >> v_{1}  it implies that the recombination of O atoms (step  ) is much faster compared to both the formation of O atoms (step  ) and the recombination of O and O3 (step  ). This suggests that the rate-determining step of the overall reaction is the recombination of O atoms, and the other steps occur relatively quickly compared to the recombination step.

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The value of r is 6.

The value of y is 509.

The given equations are:

y = (2t4 - 3)

A = 7 - (r/6)

Now, we have to find the value of y when A = 4/3

We can substitute A = 4/3 in the equation of A to find the value of r

A = 7 - (r/6)4/3 = 7 - (r/6)(4/3)4/3

= 7 - (4r/18)4/3 + (4r/18)

= 718/3 + 2r/9

= 7(9/3) + 2r/9

= 721 + 2r/9

= 21(2r/9)

= 21 - 92r/9

= 63r/9

= 9 * 2r

= 6

Therefore, the value of r is 6.

Substituting the value of r in the equation of y:

y = (2t4 - 3)

y = (2 × 4⁴ - 3)

y = (2 × 256 - 3)

y = (512 - 3)

y = 509

Therefore, the value of y is 509.

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Complete Question:

Find the values of r and y:

y = (2t4 - 3)

A = 7 - (r/6)

If the force and acceleration are in the same direction, the mass of the object would be 0.83 kg.

The mass of the object cannot be determined with the given information. Acceleration is related to force and mass through Newton's Second Law: F = ma. However, in this case, we are given the acceleration and force, but not the mass. To find the mass, we would need either the acceleration and the force, or the force and the mass.

However, if we assume that the force and acceleration are both in the same direction, we can use the formula F = ma to find the mass. Rearranging the formula, we get m = F/a.

Substituting the given values, we get:

m = 10 N / 12 m/s²

m = 0.83 kg

So, if the force and acceleration are in the same direction, the mass of the object would be 0.83 kg.

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Complete Question:

A moving train accelerates at a rate of 12 meters per second. What would your mass be if the applied force were 10N?

Observations consisting of pairs of variable data are required to construct a scatter plot chart. A scatter plot chart is a graphical representation of the relationship between two variables.

One variable is plotted on the horizontal axis, while the other variable is plotted on the vertical axis. Each point on the chart represents an observation or data point consisting of a pair of values for the two variables being plotted. The scatter plot chart is useful for identifying patterns, trends, and relationships between the variables. It can also be used to detect outliers or unusual observations that do not follow the general pattern of the data.

The scatter plot chart can be enhanced by adding regression lines or trend lines, which provide a visual representation of the linear relationship between the two variables. Overall, the scatter plot chart is a powerful tool for analyzing and understanding the relationship between two variables in a dataset.

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Observations consisting of pairs of variable data are required to construct a scatter chart.

A scatter chart is a graphical representation of a set of observations where one variable is plotted on the x-axis and the other variable is plotted on the y-axis. Scatter charts are useful in identifying patterns and relationships between the two variables. The strength and direction of the relationship between the variables can be determined by examining the pattern of the scatter chart. If the data points are tightly clustered around a straight line, then there is a strong linear relationship between the two variables. On the other hand, if the data points are scattered without any pattern, then there is no relationship between the two variables. Scatter charts are commonly used in scientific research, marketing analysis, and other fields where two variables need to be analyzed simultaneously.

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Answer:

B

Step-by-step explanation:

took test :)

Answer:

There is no solution

Step-by-step explanation:

Simplifying

b + 25 = b + -25

Reorder the terms:

25 + b = b + -25

Reorder the terms:

25 + b = -25 + b

Add '-1b' to each side of the equation.

25 + b + -1b = -25 + b + -1b

Combine like terms: b + -1b = 0

25 + 0 = -25 + b + -1b

25 = -25 + b + -1b

Combine like terms: b + -1b = 0

25 = -25 + 0

25 = -25

Solving

25 = -25

Couldn't find a variable to solve for.

This equation is invalid, the left and right sides are not equal, therefore there is no solution.

Answer:

There are no values of b no solution that makes the equation true.

Step-by-step explanation:

Answer:

Step-by-step explanation:

Other correct expressions:

t = r/s

s = r/t

------------------

Choices

1)  t = s/r   No

2) t = rs     No

3)  s =r/t    Yes

4)  s = rt    No

The equation that is equivalent to the given equation is \(s = r/t\) and this can be determined by using the arithmetic operations.

Given :

Equation is \((r = st)\).

The following steps can be used in order to determine the equation that is equivalent to the given equation:

Step 1 - Write the given equation.

\(r = st\)    --- (1)

Step 2 - The arithmetic operations can be used in order to determine the equation that is equivalent to the given equation.

Step 3 - Now, divide 't' on both sides in the equation (1).

\(\dfrac{r}{t} = \dfrac{st}{t}\\\\\\dfrac{r}{t}=s\)  

Therefore, the correct option is C).

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Answer:

7 over -5

Step-by-step explanation:

Answer:

-1/240 (Might be wrong though)

Step-by-step explanation:

The first thing we need to do is multiply 1/15 and 1/16 because product means the answer to a multiplication equation.

1/15 times 1/16 = (1*1)/(15*16) = 1/240

Now that we know the product 1/240, we just have to find the opposite, which is -1/240 because you just add a negative sign in opposites( even in negative numbers)

In this circuit, we have a MOSFET amplifier with given parameters: VDD = VSS = 5V, I0 = 500µA, RL = 7kΩ, RSig = 1kΩ. The MOSFET parameters are: \(VT = 2V, (W/L)*kn' = 4mA/V^2\), and \(λ = 0V^{-1\).

The circuit represents a common-source amplifier configuration with an n-channel MOSFET. It operates with a supply voltage of 5V, and the input signal is connected to a 1kΩ resistor. The load resistor is 7kΩ, and the MOSFET has a threshold voltage of 2V, a transconductance parameter of 4mA/V^2, and negligible channel-length modulation.

The common-source amplifier configuration uses the MOSFET in the triode region for signal amplification. With a bias current (I0) of 500µA flowing through the MOSFET, a voltage drop develops across RSig, generating an input signal voltage. The MOSFET operates in the saturation region, given VT = 2V. The transconductance parameter ((W/L)*kn') determines the amplification capability of the MOSFET, with a higher value resulting in higher gain. The load resistor RL sets the output impedance of the amplifier. In this case, RL = 7kΩ. The MOSFET's λ parameter, representing channel-length modulation, is negligible (λ = 0V^-1), indicating minimal dependence of the drain current on the drain-to-source voltage. Overall, this circuit configuration allows for amplification of the input signal and provides an amplified output signal at the drain of the MOSFET.

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Answer:

it C Just took the test

Step-by-step explanation:

sjswbszcjdbenr

Answer:

g(x)= -x^2-2

Step-by-step explanation:

I just took the test

The daily rate charged to the client for each associate is $800 and the daily rate for each partner is $1800.  The equations that could be used to determine the number of associates assigned to the case and the number of partners assigned to the case is: 800 x + 1800 y = 17600.

Let variable x = number of associates, assigned to the case

Let variable y = number of partners assigned to the case.

The system of equations to describe this are:

800 x + 1800 y = 17600

y = x + 2

Plugging equation 2 in equation 1, we get,

800 x + 1800(x+ 2) = 17600

2600 x + 3600 = 17,600

Collect like terms

2400 x = 14,000

Divide both side by 2400x

x = 14,000 / 2400

x = 5.8

x = 6 (Approximately)

So,

y = x + 2

y = 5.8 +3

y = 7.8

y = 8 (Approximately)

Therefore the number of associates assigned to the case were 6, and the number of partners associated to the case were 8.

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Kathlego, Tessa, and Zane all work two jobs to make ends meet due to the high cost of living.

The attorney and painter is Kathlego.

Tessa is a doctor and an engineer.

The educator and author is named Zane.

Given that,

Kathlego, Tessa, and Zane all work two jobs to make ends meet due to the high cost of living, however there are both work in the same field. Doctor, engineer, teacher, lawyer, painter, and writer are among the professions.

As soon as we realize that Zane "is not the doctor," we immediately rule off that possibility and move on to the other professions.

Given that "Zane beat Tessa and the painter at tennis," we can infer that Tessa and the painter are no longer together, which makes Kathlego the Painter.

We currently have.

Kathlego is an painter.

We can now go on to "The painter was engaged by the doctor to do the task." The fact that Zane is not the doctor and we know the painter is Kathlego gives us a huge hint. Tessa is therefore unquestionably a doctor.

We currently have:

A painter, Kathlego.

Tessa is a engineer.

We may now infer that the person is one and the same because we have "The teacher and the writer went fishing with Kathlego." We can rule out Kathlego and Tessa as the teacher and writer because they each have two jobs. Thus, we are left to assume that Zane is the instructor and author.

We currently have:

A painter, Kathlego.

Tessa is a engineer.

Both a writer and a teacher, Zane.

Consequently, the lawyer, Kathlego, is the last task left for us to complete.

Therefore,

The attorney and painter is Kathlego.

Tessa is a doctor and an engineer.

The educator and author is named Zane.

Complete question: 3. *Because of the high cost of living, Kimberly, Terry,and Otis each hold down two jobs, but no

two have the same occupation. The occupations are doctor, engineer, teacher, lawyer, writer,

and painter. Given the following information, determine the occupations of each individual:

a.) The doctor had lunch with the teacher.

b.) The teacher went fishing with Kimberly, who is not the writer.

c.) The painter is related to the engineer.

d.) The doctor hired the painter to do a job.

e.) Terry lives next door to the writer.

f.) Otis beat Terry and the painter at tennis.

g.) Otis is not the doctor

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To find the means, variances, covariance, and correlation coefficient of random variables X and Y with a joint PMF:

- Calculate the means: E[X] and E[Y].

- Compute the variances: Var(X) and Var(Y).

- Find the covariance: Cov(X, Y).

- Determine the correlation coefficient: ρ(X, Y).

Based on the covariance, we can determine if X and Y are independent or dependent.

Let the random variables X and Y have a joint probability mass function (PMF). We need to find the means (expected values), variances, covariance, and correlation coefficient of X and Y, and determine whether they are independent or dependent.

The mean of a random variable X is denoted by E[X] or μX, and it is calculated as the sum of all possible values of X weighted by their respective probabilities. Similarly, the variance of X, denoted by Var(X) or σ²X, measures the spread or dispersion of the values of X around its mean.

The covariance between two random variables X and Y, denoted by Cov(X, Y), measures the degree to which they vary together. It is calculated as the sum of the products of the differences of the values of X and its mean, and the differences of the values of Y and its mean, weighted by their joint probabilities.

The correlation coefficient between X and Y, denoted by ρ(X, Y), quantifies the strength and direction of the linear relationship between them. It is calculated by dividing the covariance of X and Y by the product of their standard deviations.

To determine the means and variances, we can use the following formulas:

E[X] = ∑x∑y x * P(X = x, Y = y)

E[Y] = ∑x∑y y * P(X = x, Y = y)

Var(X) = E[X²] - (E[X])²

Var(Y) = E[Y²] - (E[Y])²

To calculate the covariance, we use the formula:

Cov(X, Y) = E[XY] - E[X]E[Y]

Once we have the means and variances, we can calculate the correlation coefficient using the formula:

ρ(X, Y) = Cov(X, Y) / (√Var(X) * √Var(Y))

Based on the calculations of means, variances, covariance, and correlation coefficient, we can determine whether X and Y are independent or dependent. If the covariance is zero (Cov(X, Y) = 0), then X and Y are independent. Otherwise, they are dependent.

In summary, to find the means, variances, covariance, and correlation coefficient of X and Y, we use the formulas mentioned above. Based on the calculated values, we can determine whether X and Y are independent or dependent.

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Answer:

140

Step-by-step explanation:

By inscribed angles, arc FPI = 2<FLI = 2*110 = 220. Since the entire arc of a circle is 360, we know that arc FLI + arc FPI = 360. Solving, we get arc FLI = 360 - 220 = 140.

I hope this helps!

If f:RR, then Munkres' definition (f′(a) is a 11 matrix) is the definition of the derivative as it is presented in elementary calculus and real analysis. The linear map yf′(a)y must be defined as the derivative if the first definition from above must be used.

The derivative of a function of a real variable in mathematics quantifies the sensitivity of the function's value (output value) to changes in its argument (input value).

Calculus's core tool is the derivative. The velocity of an item, for instance, is the derivative of its position with respect to time; it quantifies how quickly the object's position varies as time passes.

When it occurs, the slope of the tangent line to the function's graph at a given input value is the derivative of a function of a single variable.

The function closest to that input value is best approximated linearly by the tangent line. Because of this, the derivative is

According to our question-

The linear mapping Dfa:RmRn that obeys limh0f(a+h)f(a)Dfa(h)h2=0 is typically used to compute the derivative (or "total derivative") of a function f:RmRn at some point aRm.

both are true. If f:RR, then Munkres' formulation (f′(a) is an 11 matrix) is the definition of the derivative as taught in introductory calculus and real analysis. The linear map yf′(a)y must be defined as the derivative if the first definition from above must be used.

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Answer:

Keep in mind the rules.

When we multiply terms with same bases we keep one base and add the exponents.

Step-by-step explanation:

the absolute difference between two consecutive terms of this arithmetic sequence is 18.

Let's denote the first term of the arithmetic sequence as 'a' and the common difference as 'd'.

The sum of the first five terms can be expressed as:

S1 = a + (a + d) + (a + 2d) + (a + 3d) + (a + 4d)

The sum of the next five terms can be expressed as:

S2 = (a + 5d) + (a + 6d) + (a + 7d) + (a + 8d) + (a + 9d)

According to the given information, the sum of the first five terms is 90 less than the sum of the next five terms:

S1 = S2 - 90

Substituting the expressions for S1 and S2:

a + (a + d) + (a + 2d) + (a + 3d) + (a + 4d) = (a + 5d) + (a + 6d) + (a + 7d) + (a + 8d) + (a + 9d) - 90

Simplifying the equation:

5a + 10d = 5a + 15d - 90

Canceling out the common terms:

10d = 15d - 90

Rearranging the equation:

5d = 90

Dividing both sides by 5:

d = 18

Now that we have the common difference 'd', we can find the absolute difference between two consecutive terms by subtracting one term from the next. In this case, the absolute difference is equal to the common difference 'd':

Absolute difference between two consecutive terms = d = 18

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Step-by-step explanation:

x⁴ + 4x³ - 5x² + x - 3 ÷ x² + x - 3 = x² + 3x - 5

- x⁴ + x³ - 3x²

-------------------------

0 3x³ - 2x² + x - 3

- 3x³ + 3x² - 9x

-------------------------------

0 - 5x² + 10x - 3

- - 5x² - 5x + 15

-------------------------------------

0 15x - 18

the result is therefore

x² + 3x - 5 + (15x - 18)/(x² + x - 3)

the expression 15*3y with all perfect squares removed is 9 * 5y, or simply 45y if you prefer not to factor it further.

In mathematics, a factor is a number or expression that divides another number or expression exactly, leaving no remainder. For example, 2 and 3 are factors of 6, because 6 can be divided by 2 and by 3 without any remainder. Similarly, (x - 3) is a factor of the expression x^2 - 9, because if we divide \(x^{2}\)- 9 by (x - 3), we get x + 3 with no remainder. Factoring is the process of breaking down a number or expression into its factors. Factoring is an important concept in many areas of mathematics, including algebra, number theory, and calculus.

by the question.

Remove all the perfect squares from 15*3y

The expression 15*3y can be simplified as follows:

15*3y = 45y

To remove all perfect squares from this expression, we need to find the perfect squares that divide into 45.

The prime factorization of 45 is:

45 = \(3^{2}\) * 5

So, the perfect squares that divide into 45 are\(3^{2}\) = 9.

To remove the perfect squares from 45y, we can factor out 9 from 45, and get:

45y = 9 * 5y

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Answer:

Step-by-step explanation:

line RPN = 180 = 4y - 10 + 90 + y

180 - 90 + 10= 5y

100 = 5y

y = 100/5

y = 20

Answer:

B. { (-5, 5), (-1, -5), (-3, 5), (-2, -5) }

Step-by-step explanation:

because for any domain ,you will get only one range value ,

but ,there are many range values for same domain in A,C,D ;

tuesday: -28.5

Wednesday: -5

Thursday: -11.8

Friday: -4.5

Answer:

-16r^2 - 10r

Step-by-step explanation:

all you got to do is distribute

Answer: 9,600

Step-by-step explanation:

I could possibly did wrong but I shall explain this none the less. I first knew that 10% of 16,000 was 1,600. So then I just timed that by four getting 6,400. I then did 16,000-6,400 getting $9,600. Sorry if I’m wrong

Answer:

$9600

Step-by-step explanation:

10% of 16,000 = 1600

1600*4= 6400

16,000-6,400

= 9600

Answer:

0.50(6l + 2s) = 3l + s

Step-by-step explanation:

The distributive property is as follows :

a(b+c) = ab + c

We need to use the distributive property to expand the expression:

0.50(6l + 2s) = 0.50(6l) + 0.50(2s)

= 3l + s

Hence, the final expression is (3l+s).