Levi has n nickels and d dimes. He has a maximum of 20 coins altogether. Write this situation as an inequality.

The desired fuel efficiency of a car two years from now would ideally be improved compared to the current fuel efficiency.

There are several reasons why we would want the fuel efficiency of a car to be better in the future:

Environmental Concerns: Improving fuel efficiency helps reduce carbon emissions and minimize the environmental impact of vehicles. As the world becomes more conscious of climate change and the need to reduce greenhouse gas emissions, enhancing fuel efficiency plays a vital role in mitigating environmental damage.

Energy Conservation: Better fuel efficiency means using less fuel to travel the same distance. With finite energy resources and the need to conserve them, improving fuel efficiency helps reduce the overall energy consumption in transportation, leading to better resource management.

Cost Savings: Increasing fuel efficiency directly translates to lower fuel consumption and reduced expenses for car owners. With rising fuel prices, having a more fuel-efficient car can significantly cut down on fuel costs, saving money for individuals and businesses.

Technological Advancements: As technology progresses, advancements in engine design, aerodynamics, lightweight materials, and alternative energy sources enable the development of more fuel-efficient vehicles. Striving for improved fuel efficiency encourages innovation in the automotive industry, leading to the creation of more sustainable and eco-friendly transportation options.

Government Regulations: Many governments worldwide have implemented fuel efficiency standards and regulations to reduce fuel consumption and emissions. By meeting or exceeding these standards, car manufacturers contribute to a cleaner and more sustainable transportation sector.

Ultimately, aiming for improved fuel efficiency two years from now aligns with the global push for environmental sustainability, energy conservation, cost savings, technological advancements, and adherence to regulatory standards. It benefits both individuals and society as a whole by promoting a greener and more efficient approach to transportation.

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Answer:

Δ abc vuong tai a, goc abc = 60°, canh ab = 5cm

tan abc = tan 60° = \(\frac{AC}{AB}\)

⇒ AC = AB × tan 60° = 5√3

Answer:

No.

Step-by-step explanation:

Y=2x goes up twice and to the right once, it passes through the origin, therefore it won't touch or go pass by point (2,1)

Emilio's gross annual earnings are $47,840, option B is the correct option.

To calculate Emilio's gross annual earnings, we need to determine his commission and add it to his base salary.

Emilio earns a base salary of $350 per week. Additionally, he receives a 38% commission on all sales. On average, he sells $1500 worth of products each week.

To find his commission, we multiply the sales amount by the commission rate:

Commission = $1500 * 0.38 = $570

Now, we can calculate his gross annual earnings by adding his base salary and commission:

Annual Earnings = (Base Salary + Commission) * Number of Weeks

Annual Earnings = ($350 + $570) * 52

Annual Earnings = $920 * 52

Annual Earnings = $47,840

Therefore, Emilio's gross annual earnings are $47,840.

Option B, $47,840, is the correct answer.

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The Patriot's sample average change: -1.391

The Colts sample average change: -0.375

The difference in the teams average changes -1.016

The difference in the teams average changes: (-1.391) - (-0.375) = -1.016

To find the t-statistic for the hypothesis test, we can use the formula

\(t = (X_1 - X-2) / (s_1^2/n_1 + s_2^2/n_2)^0.5\)

where X1 and X2 are the sample means, s1 and s2 are the sample standard deviations, and n1 and n2 are the sample sizes.

Using the sample data

X1 = -1.391, X2 = -0.375

s1 = 0.858, s2 = 0.605

n1 = n2 = 12

Substitute the values

\(t = (-1.391 - (-0.375)) / (0.858^2/12 + 0.605^2/12)^0.5\)

≈ -2.145

Therefore, the t-statistic for the hypothesis test is approximately -2.145.

To find the p-value for the hypothesis test,

From a t-distribution table with 22 df and the absolute value of the t-statistic. Using a two-tailed test at the 5% significance level, the p-value is approximately 0.042.

Therefore, the p-value for the hypothesis test is approximately 0.042.

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Question is incomplete, find the complete question below

Question 13 1 pts Use ToolPak t-Test: Two-Sample Assuming Unequal Variances with Variable 1 as the change in PSI for the Patriots and Variable 2 as the change in PSI for the Colts. a. The Patriot's sample average change: [Choose b. The Colts sample average change: [Choose) c. The difference in the teams average changes Choose) e. The t-statistic for the hypothesis testi Choose) The p-value for the hypothesis test: [Choose Team P P P 12.5 AaaaaAAAUUUU PSI Halftim PSI Pregame 11.5 12.5 10.85 12.5 11.15 12.5 10.7 12.5 11.1 12.5 11.6 11.85 12.5 11.1 12.5 10.95 12.5 10.5 12.5 10.9 12.5 12.7 13 12.75 13 12.5 13 12.55 13 ak t-Test: Two-Sample Assuming Unequal Variances with Variable 1 as the change in PSI for ets and Variable 2 as the change in PSI for the Colts. triot's sample average change: olts sample average change: [Choose ] -1.391 -0.375 2.16 -7.518 0.162 -1.016 4.39E-06 (0.00000439) difference in the teams average S: t-statistic for the hypothesis test: [Choose) p-value for the hypothesis test: [Choose

The probability of the frequency of an event in repeated trials under comparable circumstances is a statistical analysis.

The study of statistics is the field that deals with the gathering, structuring, analyzing, interpreting, and presenting of data. In order to apply statistics to an issue in science, business, or society, it is customary to start with a statistical population or a statistical model that will be investigated.

Finding the distribution hidden in your data is the aim of a statistical analysis. What do you mean by the distribution that lies underlying my data? "The distribution of your data describes the peaks and valleys of its characteristics in relation to a target population.

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Answer: 2(-5+3) is the equivalent of -10+6. the value is -4

Step-by-step explanation:

a. To represent the garden's width, w, in terms of its length, I, we can use the equation: w = 300 - 2I

b. g(l) = l * (300 - 2l) this function gives the area of the rose garden (g) as a function of its length (l)

a. To represent the garden's width, w, in terms of its length, I, we can use the equation:

w = 300 - 2I

The width is equal to the remaining fence length (300 feet) after subtracting twice the length (2I) because the rectangular planter has two equal sides and two equal ends.

b. To define a function g that represents the rose garden's area in terms of its length, l, we can use the equation:

g(l) = l * w

Substituting the expression for the width from part (a), the function becomes:

g(l) = l * (300 - 2l)

This function gives the area of the rose garden (g) as a function of its length (l), taking into account the relationship between length and width.

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complete question is below

A gardener is designing a rectangular planter for a rose garden in front of the administration building on a university campus. The gardener has enough material to build a 300-foot fence to enclose the garden. He also has enough roses to fill a 5,200 square foot planter.

a. Define an expression to represent the garden's width, w, in terms of it length, I.

b. Define a function g to represent the rose garden's area in terms of its length, l.

Answer:

  18.8 inches

Step-by-step explanation:

You want the length of arc traveled by the tip of a 4" minute hand moving from 1:30 pm to 2:15 pm.

The time difference between 2:15 and 1:30 is 45 minutes, or 3/4 hour. The minute hand moves through an angle of 2π radians in 1 hour, so will move through an angle of (3/4)(2π) = 3/2π radians in 3/4 hour.

The length of an arc is given by the formula ...

  s = rθ

where r is the radius, and θ is the central angle in radians.

Here, we have r = 4 in, and θ = 3π/2. The arc length is ...

  s = (4 in)(3π/2) = 6π in ≈ 18.8496 in

The minute hand moves through an arc of about 18.8 inches from 1:30 to 2:15.

Answer:

$70

Step-by-step explanation:

$3500*(2%/100%) = $70

It pretty simple just take 2% and times it by the principle if it's only for one year.

The colored chips they used to represent each vacation option are:

Hawaii:  14 blue chips

New York: 10 yellow chips

California: 10 red chips

Alaska: 6 green chips

The radio station awarded 40 different colored chips to 100% winners.

To know how many colored chips should they use to represent each vacation option the following steps are taken:

Hawaii = ( 35/100) × 40

= 14 blue chips

New York = (25/100) ×40

= 10 yellow chips

California = (25/100)  ×40

= 10 red chips

Alaska = (15/100)  × 40

= 6 green chips

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False. The statement is incorrect. Unlike the z distribution, the t-distribution is not symmetric around 0, and its tails do not approach the horizontal axis and cross it.

The t-distribution is similar to the normal (z) distribution in the sense that it is bell-shaped. However, there are important differences. The t-distribution is not symmetric around 0 but is centered at 0. It has a shape that depends on its degrees of freedom (df). As the degrees of freedom increase, the t-distribution approaches the shape of the standard normal distribution (z-distribution).

The tails of the t-distribution are thicker than the tails of the z-distribution. The t-distribution has more probability in the tails, which means it has more extreme values compared to the z-distribution. As the degrees of freedom increase, the t-distribution approaches the normal distribution, and its tails become closer to the horizontal axis, but they do not cross it.

It's important to note that the shape and characteristics of the t-distribution are determined by the degrees of freedom. As the degrees of freedom increase, the t-distribution becomes more similar to the z-distribution. However, even with large degrees of freedom, the t-distribution will always have slightly thicker tails than the z-distribution.

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In problem 2, we are comparing the Lagrange form of interpolation polynomial and the Newton form of the interpolating polynomial of degree 3. To solve this problem, we first need to understand the concepts of interpolation, polynomial, and Lagrange.

A set of basis polynomials are used to create the interpolating polynomial in the Lagrange method of polynomial interpolation.

Returning to issue 2, we are given the degree 3 interpolating polynomial, which is a degree 3 polynomial that traverses a specified set of data points.

We are asked to contrast this polynomial with the interpolation polynomial in the Lagrange form.

Another approach to creating a polynomial that traverses a given set of data points is to use the Lagrange form of interpolation polynomials.

We must assess the degree 3 interpolating polynomial and the Lagrange form of the interpolation polynomial at the specified point p(0) in order to compare the two findings.

In conclusion, we can say that to compare the Lagrange form of interpolation polynomial and the Newton form of the interpolating polynomial of degree 3, we need to evaluate both polynomials at the given point and choose the one that gives the same value as the data point.

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Answer:

So the volume expands as kinetic energy is gained and the more mass there is the more kinetic energy there will be. Hopefully this helps you and if it doesn't I will add on to it, just lmk.

The average speed, in miles per hour, of car X for the 2-hour trip is 56 mph.

The average speed, in miles per hour, of car x for the 2-hour trip is 56 mph.Let’s first identify what the given is.The problem states that car X and car Y started from the same point and traveled on a straight course in opposite directions for 2 hours, at which time they were 208 miles apart. The problem also states that car X traveled, on average, 8 miles per hour faster than car Y.So we have two cars, X and Y, that traveled in opposite directions.

In this problem, we are asked to find the average speed of car X for the 2-hour trip.Let’s use the formula that relates distance, speed, and time. For any given problem, this formula will help us determine which variable we need to solve for.distance = speed × timeSo, in this problem, we know the time and distance, but we need to find the speed.

We can use the information given in the problem to set up an equation for the two cars.Using the formula, we can set up the following equation for car X:dX = speedX × 2Using the same formula, we can set up the following equation for car Y:dY = speedY × 2Since car X traveled, on average, 8 miles per hour faster than car Y, we can write this as speedX = speedY + 8.

Now we know that the sum of the distances that car X and car Y traveled is equal to the total distance that separates them. Using this information, we can set up the following equation:dX + dY = 208To solve for the speed of car X, we need to isolate speedX in the equation that relates speedX and speedY. We can do this by substituting the equation for dX and dY in the equation that relates speedX and speedY.

This gives us the following equation:(speedY + 8) × 2 + speedY × 2 = 208Simplifying this equation, we get:4 speedY + 16 = 2084 speedY = 192speedY = 48 mphNow that we know the speed of car Y, we can use the equation for speedX and speedY to find the speed of car X. This gives us:speedX = speedY + 8 = 48 + 8 = 56 mph.

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Answer:

Not sure if this is what you are looking for but. Both X and Y go up at the same time and the line is linear.

Step-by-step explanation:

does this answer your question?

the equation of the quadratic is y = 0, which represents a horizontal line that intersects the x-axis at (-11,0) and (14,0), as required.

What is quadratic equation?

A quadratic equation is a polynomial equation of degree 2, which means that its highest exponent is 2.

The given quadratic equation crosses the x-axis at (-11,0) and (14,0), which implies that its roots are -11 and 14.

Additionally, the quadratic opens down, meaning that its leading coefficient (the coefficient of the squared term) is negative. We can express the equation in the form y = a(x + 11)(x - 14), where a is a negative constant.

To determine the value of a, we can use the fact that the graph passes through the point (0, k), where k is the y-intercept. Substituting x = 0 and y = k into the equation, we find that k is equal to -154a. Since the y-intercept is 0, we set k = 0 and solve for a, which gives a value of 0.

Therefore, the equation of the quadratic is y = 0, which represents a horizontal line that intersects the x-axis at (-11,0) and (14,0), as required.

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Answer:

79.7°

Step-by-step explanation:

You hava to do this =

\(180-100.3=79.7\)

Answer:

79.7°

Step-by-step explanation:

Supplementary angles add up to 180°

100.3 + x = 180

Subtract 100.3 from both sides

x = 79.7°

Answer:

D. the slope of f(x) is greater than the slope of g(x)

Step-by-step explanation:

slope of f(x) =rise/run

=y2 -y1 / x2 -x1

slope of f(x)= -1-2/1-0= -3

g(x)= -5x-6

slope of g(x)= -5

-3>-5

D. the slope og f(x) is greater than the slope of g(x)

Answer:

x=-4

or

x=-5

Step-by-step explanation:

STEP

1

:

Equation at the end of step 1

 ((0 -  2x2) -  18x) -  40  = 0

STEP

2

:

STEP

3

:

Pulling out like terms

3.1     Pull out like factors :

  -2x2 - 18x - 40  =   -2 • (x2 + 9x + 20)

Trying to factor by splitting the middle term

3.2     Factoring  x2 + 9x + 20

The first term is,  x2  its coefficient is  1 .

The middle term is,  +9x  its coefficient is  9 .

The last term, "the constant", is  +20

Step-1 : Multiply the coefficient of the first term by the constant   1 • 20 = 20

Step-2 : Find two factors of  20  whose sum equals the coefficient of the middle term, which is   9 .

     -20    +    -1    =    -21

     -10    +    -2    =    -12

     -5    +    -4    =    -9

     -4    +    -5    =    -9

     -2    +    -10    =    -12

     -1    +    -20    =    -21

     1    +    20    =    21

     2    +    10    =    12

     4    +    5    =    9    That's it

The probability that 3 out of the 4 captured elk have been tagged is approximately 0.0053.

We can use the concept of combinations.

The total number of ways to choose 4 elk out of 24 is given by the combination formula:

C(24, 4) = 24! / (4!(24-4)!) = 10,626

Now, we need to consider the number of ways to choose 3 tagged elk out of the 8 tagged elk and 1 untagged elk. The number of ways to do this is given by:

C(8, 3) * C(1, 1) = 8! / (3!(8-3)!) * 1! / (1!(1-1)!) = 56

Therefore, the probability that 3 out of the 4 captured elk have been tagged is:

P = (Number of ways to choose 3 tagged elk out of 8 tagged elk and 1 untagged elk) / (Total number of ways to choose 4 elk out of 24)

P = 56 / 10,626

Calculating this division gives us the probability:

P ≈ 0.0053

So, the probability that 3 out of the 4 captured elk have been tagged is approximately 0.0053 .

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Answer:

The correct option is;

Deductive

Step-by-step explanation:

Deductive reasoning or logic is the basic reasoning process that begins with a premise, hypothesis or general statement that is taken as being correct or true and continues with the consideration of the likelihoods or possibilities to come to a conclusion which is logically certain

In deductive reasoning a top to down reasoning approach is applied to link a premise with a conclusion.

Answer: F. n = s/180 + 2

Step-by-step explanation:

         To find the equation that solves for n, we will isolate the n variable.

Given:

     S = (n - 2) x 180

Divide both sides of the equation by 180:

     \(\frac{S}{180}\) = n - 2

Add 2 to both sides of the equation:

     \(\frac{S}{180}\) + 2 = n

Reflexive property:

    n = \(\frac{S}{180}\) + 2

                   F. n = s/180 + 2

Answer:

m∠1 = 50°

m∠2 = 130°

Step-by-step explanation:

There is a formula:

\(\text{angle} = \frac{1}{2} (\text{intercepted arc}_1 + \text{intercepted arc}_2)\)

\(\text{m} \angle 1 = \frac{1}{2} (53^\circ + 47^\circ)\)

\(\text{m} \angle 1 = \frac{1}{2} (100^\circ)\)

\(\text{m} \angle 1 = 50^\circ\)

Angle 1 and angle 2 together form a straight angle, which measures 180°. Angle 1 and angle 2 are suplementary angles.

\(\text{m} \angle 1 + \text{m} \angle 2 = 180^\circ\)

\(50^\circ + \text{m} \angle 2 = 180^\circ\)

\(\text{m} \angle 2 = 180^\circ - 50^\circ\)

\(\text{m} \angle 2 = 130^\circ\)

Answer:

x= 114, y= 66

Step-by-step explanation:

Opposite angles of a parallelogram are equal

Answer:

9

Step-by-step explanation:

5*x=15

X=3

3*3=9

\(\\ \rm\dashrightarrow \dfrac{5}{3}=\dfrac{15}{x}\)

\(\\ \rm\dashrightarrow 5x=45\)

\(\\ \rm\dashrightarrow x=\dfrac{45}{5}\)

\(\\ \rm\dashrightarrow x=9[/tex}

Answer:

A =576 pi in ^2

Step-by-step explanation:

Circumference  is given by

C = 2 * pi *r

48 pi = 2 * pi *r

divide by 2 pi

48 pi /2 pi = 2 * pi * r / 2 pi

24 = r

We can find the area by

A = pi r^2

A = pi (24)^2

A =576 pi in ^2

Answer:

576π in^2

Step-by-step explanation:

Circumference of circle (C) = 2πr = 48π in

2πr = 48 π

r = 48π/2π = 24 in

Area of circle (A) = πr^2

r (radius of circle) = 24 in

A = π(24 in)^2 = 576π in^2