in what direction did he walk during the second portion of the trip? enter the angle in degrees where negative indicates north of west and positive indicates south of west.

Answer:

18 + 3p

Step-by-step explanation:

Using distributive property:

3(6+p)

18 + 3p

Answer:

chess is good oodles like poodles

Answer:

37c

Step-by-step explanation:

6c+(7c+7c)+8c+9c

6c+14c+(8c+9c)

6c+(14c+17c)

6c+31c

37c

Answer:

It has no solution within Real numbers. Its solutions are Complex/imaginary, since its discriminant is negative (-64).

Step-by-step explanation:

The normalized form of the equation

(x+2)^2= - 16

x^2 + 4x + 4 = - 16

x^2 + 4x + 20 = 0

We have in the form ax^2 + abx + c = 0

a = 1

b = 4

c = 20

Discriminant is b^2 - 4ac = 4^2 - 4*1*20 = 16 - 80 = - 64

Discriminant is negative, therefore, no Real solutions.

Answer:

Trillion is a 1 with 12 zeros after it, and it looks like this: 1,000,000,000,000.

Step-by-step explanation:

Answer:

1000000000000

quadrillions

Step-by-step explanation:

Answer:

4/3.

Step-by-step explanation:

Unit rate is the same as slope. In order to find the slope, we are going to use this formula:

m = y2 - y1 / x2 - x1

Now, we substitute the numbers into the equation:

m = 8 - 0 / 6 - 0

m = 8/6

m = 4/3

Therefore, the unit rate is 4/3.

Answer:

c

Step-by-step explanation:

it dose not have a set pattern

Answer:

a

Step-by-step explanation:

each input has to have exactly one output

In answer a the input 2 has 5 outputs

The rate of boat be approaching the dock when 120 ft of rope is out is 12 ft/ sec.

For the given question.

The rate of pulling the pulley is 12 ft/min.

The distance of the rope with the boat is 7 feet.

The rope given by the hypotenuse.

y = 7 is constant.

Let H be the total height that is hypotenuse.

Le 'x' be the depth of dock approaching.

Using Pythagorean theorem.

H(t) = √(49 + x²)

Differentiate the height with respect to time.

dH/dt = (x) / √(49 + x²)  dx/dt

Put the values. x = 120 ft.

12 = 120/ √(120² + 49)dx/dt

12 = 120/ √(14449)   (dx/dt)

12×√(14449)/120 = dx/dt

dx/dt = 12 ft/ sec.

Thus, the rate of boat be approaching the dock when 120 ft of rope is out is 12 ft/ sec.

To know more about the Pythagorean theorem, here

https://brainly.com/question/343682

#SPJ4

Answer:

i dont know

Step-by-step explanation:

the distance from the base of the stand to the campfire is 285.6 feet.

The angle of depression of 35 degrees.

Let's denote the distance from the base of the stand to the campfire as "x."

Using the tangent function, we have:

tan(35 degrees) = opposite/adjacent

tan(35 degrees) = 200/x

To find the value of x, we can rearrange the equation:

x = 200 / tan(35 degrees)

x ≈ 200 / 0.7002

x ≈ 285.6 feet

Therefore, the distance from the base of the stand to the campfire is 285.6 feet.

Learn more about Trigonometry here:

https://brainly.com/question/12068045

#SPJ1

Answer:

The rise divided by the run is the slope of a line. The rise and run are used to estimate the slope of a line from its graph.

To determine the intercepts from a graph,  We put y equal to zero and solve for x to find the x-intercept. Similarly, we put x equal to zero and solve for y to find the y-intercept.

By using the substitution method, we conclude that the solution to the system is x = 7, y = -2, z = 2.

Here we have the system:

x + 2y = 3

-2x - 3y + 2z = 2y

-2x + z = 4

To solve this, first, we need to isolate one of the variables in one of the equations. We can isolate x on the first one:

x = 3 - 2y

Now we can replace that in the other two equations:

-2*( 3 - 2y) - 3y + 2z = 2y

-2*( 3 - 2y) + z = 4

Now we simplify these two:

-6  - y + 2z = 0

-6 - 4y + z = 4

Now we can isolate z on the second equation:

z = 4 + 4y + 6 = 4y + 10

And replace it on the other equation:

-6 - y + 2*(10+ 4y ) = 0

-6 - y + 20 + 8y = 0

7y + 14 = 0

y = -14/7 = -2

Now that we know the value of y, we can find the values of x and z.

z = 4y + 10 = 4*(-2) + 10 = 2

x = x = 3 - 2y = 3 - 2*(-2) = 7

So the solution is:

x = 7, y = -2, z = 2.

If you want to learn more about systems of equations:

https://brainly.com/question/13729904

#SPJ1

Answer:

Step-by-step explanation:

Your answers are -18 and -4

Answer:

164 cm^2

Step-by-step explanation:

lets find square of triangle first

corner ABD is 90 degrees coz corner ABC is 180 degrees and EBC is 90

(sum of all angles of a quadrilateral is 360,

B = 360 - C - F - E

360 - 90 - 90 - 90 = 90)

BD = CF - DE

BD = 16 - 8 = 8 cm

S ABD = AB * BD / 2 (coz corner B is 90 degrees)

S ABD = 13 * 8 / 2 = 13 * 4 = 52 cm^2

lets find square of BEFC next

S BEFC = CF * EF ( B = C = F = E = 90 so thats a rectangle)

S BEFC = 16 * 7 = 70 + 42 = 112 cm^2

finally lets find total area

S = S ABD + S BEFC = 52 + 112 = 164 cm^2

Answer:

Yes

Step-by-step explanation:

She had more than me

I would help her but she has less than me

Answer:

Two imaginary solutions.

Step-by-step explanation:

In order to simplify the equation, we square root both sides. As the argument (value in the root) is negative, and we know that the square root function's domain is only positive numbers, we would have two imaginary solutions.

This would be positive/negative \(3i\sqrt{5}\).

Another way to visualize this is by looking at the parabola's graph. Through algebraic manipulation, we know that the parabola is z^2 + 45. This parabola never crosses the x-axis. Therefore there are two solutions that are imaginary.

I hope this helps!

A scatterplot that shows the number of hours studied on the x-axis and the number of errors on the y-axis would best support the teacher's observation.

Error in math is an incorrect answer to a mathematical equation or problem. It can be caused by a variety of factors, such as inaccurate calculations, misreading instructions, or not understanding the problem. Error in math can be frustrating and can lead to poor grades, but it can also be an opportunity for learning and growth. With the proper guidance and understanding, students can learn from their mistakes and become better mathematicians.

The scatterplot would likely show a negative correlation, with the number of errors decreasing as the number of hours studied increases. This indicates that as students study more, their performance on multiplication tests improves. It could also show an outlier or two, which could indicate that some students are able to learn multiplication facts more quickly than others.

To know more about error click-
https://brainly.com/question/28001423
#SPJ1

9/10 mile = 5 min

9/10 ÷ 5 mile = 1 min

9/10 × 1/5 mile = 1 min

9/50 mile = 1 min

we can use the proportion: (Number of votes received by the candidate) / (Total number of votes) = 43% / 100%. the candidate received approximately 37.41 votes.

In the given local election, the candidate received 43% of the votes. To determine the number of votes they obtained, we need to use a proportion. A proportion is an equation that states that two ratios are equal.

Let's represent the number of votes received by the candidate as "x." The total number of votes cast in the election is stated as 87.

We can set up the proportion:

x / 87 = 43% / 100.

To solve for "x," we can cross-multiply:

100 * x = 43% × 87.

Simplifying further, we have:

x = (43/100) × 87.

By multiplying the fraction (43/100) by 87, we can determine the number of votes received by the candidate. Evaluating this expression, the candidate received approximately 37.41 votes.

learn more about proportion here:

https://brainly.com/question/31548894

#SPJ11

Answer:

x=8

Step-by-step explanation:

add 5+1 and you get 6. To find what minus 6 equals 2 add 2 to 6 giving you 8

Answer:

4 - 1 + 5 =2

because if 1+5 is 6 then you need to know is 6 - what is 2 and the answer is 4.

Mathematical modeling of surfaces is the representation of two-dimensional manifolds using mathematical techniques, particularly in the context of Digital Terrain Modeling (DTM) where surfaces refer to the Earth's terrain or physical objects.

Mathematical modeling of surfaces plays a crucial role in various fields, including computer graphics, engineering, and geosciences. Surfaces are fundamental objects that can be represented and analyzed using mathematical techniques.

In this section, we will delve into the concept of surfaces, particularly in the context of Digital Terrain Modeling (DTM). Additionally, we will explore the distinction between 3D and 2D DTM.

1. The Concept of Surfaces:

In the realm of mathematics, a surface is defined as a two-dimensional manifold, meaning it is a topological space that locally resembles Euclidean space.

In simpler terms, a surface is a geometrical entity that can be thought of as a continuous collection of points, forming a boundary between a solid and its surrounding space. In the context of DTM, surfaces typically refer to the representation of the Earth's terrain or any other physical object using mathematical models.

2. Digital Terrain Modeling:

Digital Terrain Modeling involves the creation of digital representations of the Earth's surface or any specific region using computer algorithms. It serves as a crucial tool in various applications, such as urban planning, environmental analysis, and military simulations. DTM utilizes mathematical models to represent the terrain accurately, allowing for detailed analysis and visualization.

3. 3D Digital Terrain Models:

A 3D Digital Terrain Model (DTM) is a representation of the Earth's surface that captures three-dimensional information. It provides a detailed depiction of the terrain, including elevation data, contours, and topographical features.

3D DTMs are typically generated using techniques such as LiDAR (Light Detection and Ranging) or photogrammetry. These models enable precise analysis of the landscape, volumetric calculations, and visualization from different perspectives.

4. 2D Digital Terrain Models:

In contrast to 3D DTMs, 2D Digital Terrain Models represent the Earth's surface in two dimensions. They provide a simplified view of the terrain, focusing primarily on elevation data and contour lines. 2D DTMs are commonly used in cartography, where the terrain is represented on a flat surface, such as a map or a computer screen. While they lack the depth information of 3D DTMs, 2D models are still valuable for many applications, including geographic information systems (GIS) and land surveying.

5. Differences between 3D and 2D Digital Terrain Models:

The main distinction between 3D and 2D DTMs lies in the level of detail and the dimensionality of the representation. 3D DTMs provide a more comprehensive and realistic view of the terrain, capturing not only the elevation but also the shape, slopes, and other three-dimensional features. These models are highly suitable for applications that require a precise understanding of the terrain's topography, such as hydrological analysis or landscape design.

On the other hand, 2D DTMs offer a simplified representation of the terrain, primarily focusing on elevation data and contour lines. They are more commonly used for general visualization and analysis purposes where the third dimension is not critical. 2D DTMs are easier to create and process, making them more accessible for applications that do not require intricate three-dimensional modeling.

To know more about Mathematical modeling refer here:

https://brainly.com/question/10952874#

#SPJ11

Answer:

Hello,

y=4x-2

Step-by-step explanation:

1: slope.

\(\displaystyle \lim_{n \to \infty} \dfrac{f(x)}{x}\\\\= \lim_{n \to \infty} \dfrac{4x^2+6x-1)}{x(x+2)}\\\\= \lim_{n \to \infty} \dfrac{4x^2}{x^2}\\\\=\boxed{4}\\\)

2:

\(\displaystyle \lim_{n \to \infty} (f(x)-4x)\\\\= \lim_{n \to \infty} (\dfrac{4x^2+6x-1}{x+2}-4x)\\\\= \lim_{n \to \infty} (\dfrac{4x^2+6x-1-4x^2-8x}{x+2})\\\\= \lim_{n \to \infty} (\dfrac{-2x-2}{x+2})\\\\= \lim_{n \to \infty} (\dfrac{-2x}{x})\\\\=\boxed{-2}\\\)

Slant asymptote is     y=4x-2

Hi there!

Please check the answer of the image attached for explanation.

Hope this helps....

The value of R at E = 1300 is 500 and the Equation that satisfies R and E is 10R = E + 3700.

Because a straight line emerges when we attempt to display the graph of the provided linear function, a linear equation is known as linear.

Given, R is partly constant and partly varies with E, when R=530, E=1600, and when R=730, E=3600

Since R is partly constant and partly depends on E.

Let b Be the constant part of R and a be the part of R that varies with E

Thus,

R = a * E + b...(1)

Given at E is equal to 1600 R is 530 and at E is 3600 R is 730

Substituting these values in equation 1

530 = 1600a  + b......(2)

730 = 3600a + b........(3)

From comparing equation 2 and equation 3

2000a = 200

a = 1/10

from equation 2

b = 370

Thus, the equation in R and E:

R = 1/10 E + 370

=> 10R = E + 3700

Value of R at E = 1300

R = 130 + 370

r = 500

Therefore, the Equation that satisfies R and E is 10R = E + 3700.

Learn more about linear equations here:

https://brainly.com/question/11897796

#SPJ2

The statement "The height of the probability density function f(x) of the uniform distribution defined on the interval [a, b] is 1/(a-b)" is False.

In a uniform distribution, the probability density function (PDF) is constant within the interval [a, b]. The height of the PDF represents the density of the probability distribution at any given point within the interval. Since the PDF is constant, the height remains the same throughout the interval.

To determine the height of the PDF, we need to consider the interval length. In a uniform distribution defined on the interval [a, b], the height of the PDF is 1/(b - a) for the PDF to integrate to 1 over the entire interval. This means that the total area under the PDF curve is equal to 1, representing the total probability within the interval [a, b].

Therefore, the correct statement is that the height of the probability density function f(x) of the uniform distribution defined on the interval [a, b] is not 1/(a - b), but rather it is a constant value necessary for the PDF to integrate to 1 over the interval, i.e., 1/(b - a).

Learn more about  uniform distribution here:

https://brainly.com/question/32291215

#SPJ11

Original Cost - $82

First part: Apply the 60% off discount

Convert first the 60% into decimal form

60% ÷ 100% = 0.6

Multiply it to the original cost to determine the discount

$82 ˣ 0.6 = $49.2

Subtract the discount to the original price, to determine the discounted price.

$82 - $49.2 = $32.8

Second part:

The discounted price is now $32.8 for which we will apply another 10% discount.

Again, convert 10% into decimal

10% ÷ 100% = 0.1

Multiply it to the discounted price, to determine the second discount.

$32.8 ˣ 0.1 = $3.28

Subtract the discount to the already discounted price.

$32.8 - $3.28 = $29.52

Therefore, the final sale price of the watch is at $29.52.

Answer:

B

Step-by-step explanation:

Graph is positive and y intercept is on negative 2.

Expressions can be expressed in logarithmic forms, and in exponential forms

The two equations are \(\ln(10) = y\) and \(10 = e^y\)

The statement is given as "the natural logarithm of 10 is y".

The logarithmic expression of the above statement is:

\(\ln(10) = y\)

Rewrite the above expression, as an exponential equation

\(10 = e^y\)

Hence, the two equations are \(\ln(10) = y\) and \(10 = e^y\)

Read more about logarithms at:

https://brainly.com/question/1832186

The answer is Quadrant II. First, we need to understand what csc and cos represent in trigonometry. Csc (cosecant) is the reciprocal of sine, meaning it is equal to 1/sin.

Cos (cosine) represents the ratio of the adjacent side of a right triangle to its hypotenuse.
Now, let's look at the given statements. csc 0 > 0 means that the sine of 0 is positive. Since sine is positive in Quadrants I and II, we know that 0 lies in either of those two quadrants.
Next, cos 0 < 0 means that the cosine of 0 is negative. Since cosine is negative in Quadrants II and III, we can eliminate Quadrant I as a possibility and conclude that 0 must lie in Quadrant II.

Based on the given conditions, csc θ > 0 and cos θ < 0, θ lies in Quadrant II.
Explanation:
csc θ is positive when sin θ is positive. Sin θ is positive in Quadrant I and II.
cos θ is negative in Quadrant II and III.
The only common quadrant is Quadrant II.

To know more about trigonometry visit:-

https://brainly.com/question/29002217

#SPJ11