Plz help ill give you all my points plzzzzzz help

In order to calculate the change in Gibbs free energy using the Gibbs equation, the following values must be known:

1. Initial Gibbs Free Energy (G₁): The Gibbs free energy of the initial state of the system.

2. Final Gibbs Free Energy (G₂): The Gibbs free energy of the final state of the system.

3. Temperature (T): The temperature at which the transformation occurs. The Gibbs equation includes a temperature term to account for the dependence of Gibbs free energy on temperature.

The change in Gibbs free energy (ΔG) is calculated using the equation ΔG = G₂ - G₁. It represents the difference in Gibbs free energy between the initial and final states of a system and provides insights into the spontaneity and feasibility of a chemical reaction or a physical process.

By knowing the values of G₁, G₂, and T, the change in Gibbs free energy can be accurately determined.

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Answer:

in order to find the least number of plums that can be shared, we have to find the greatest common factor of 6 ,9 and 12. the greatest common factor of 6 , 9 and 12 is 3. so if we have three plums. for 6 children , we have 3 plums.

Step-by-step explanation:

:)

Answer:

D) 394.68cm^2

Step-by-step explanation:

Area of a parallelogram is calculated by multiplying height to the base

13.8 × 28.6 = 394.68

Answer:

area of parallelogram= length of base × perpendicular height

28.6×13.8

= 394.68m²

Answer:

65

Step-by-step explanation:

I promise as i got the answer wrong from the other person on this question and then it said the right answer was 65 degrees

Answer:

7/3

Step-by-step explanation:

You do rise over run up 7 over 3.

The transformation T(ū) = (2a, a−b) is a linear transformation from R² to R².A linear transformation preserves scalar multiplication if for any scalar c and vector ū, we have T(cū) = cT(ū). Let's verify this property for T.

Let c be a scalar and ū = (a, b) be a vector in R². We have:

T(cū) = T(c(a, b)) = T((ca, cb)) = (2ca, ca - cb) = c(2a, a - b) = cT(ū).

This shows that T preserves scalar multiplication.

Since T preserves scalar multiplication, it satisfies one of the properties of a linear transformation. Therefore, T is a linear transformation from R² to R².

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Answer:

ellis

Step-by-step explanation:

The student who graphed a linear function with a y-intercept at -4 is Ellis.

Option C is the correct answer.

We have,

The student who graphed a linear function with a y-intercept at -4 is Ellis.

Looking at the given information, Ellis's line goes through points (0, -4) and (2, 0).

The y-coordinate of the y-intercept is -4, which matches the requirement.

Therefore, Ellis is the student who graphed a linear function with a y-intercept at -4.

Thus,

The student who graphed a linear function with a y-intercept at -4 is Ellis.

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Answer:

Plane ACD

Step-by-step explanation:

Answer:

game I just need points sorry

Step-by-step explanation:

Different function model used in to model different situations of real life.l, for example Linear, quadratic and polynomial function model. The slope of a hill, roller coaster designers are real life example of polynomial model.

Various functions can be used to test real-world situations. We have a linear business model associated with the product or the main features of the business that makes them ascending or descending. A quadratic function simulates an increase followed by a decrease.

Polynomial functions simulate many changes in direction. Multinomial models can now be used to investigate situations where the relationship between variable and estimator is curvilinear. Sometimes nonlinear relationships at the small scale of the description can also be modeled with polynomials. For example, roller coaster designers may use polynomial model to describe the bends of their rides. Other examples include the continuation of slopes, curved bridges or mountains which are based on polynomial function modelling.

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Certify Completion Icon Tries remaining: 3 A high school has 52 players on the football team. The summary of the players' weights is given in the box plot. The median weight of the players on the football team is 160 pounds.

The box plot shows that the median weight of the players is the middle value of the distribution. In this case, the median weight is halfway between the 26th and 27th players, which is 160 pounds.

The box plot also shows that the minimum weight of the players is 150 pounds and the maximum weight is 212 pounds. The interquartile range, which is the range of the middle 50% of the data, is 20 pounds.

In conclusion, the median weight of the players on the football team is 160 pounds. This means that half of the players on the team weigh more than 160 pounds and half of the players weigh less than 160 pounds.

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The amount of salt in the tank after 10 minutes is 4.5 lbs.

The initial amount of salt in the tank is 100 * 0.05 = 5 lbs.

The amount of salt that leaves the tank each minute is 2 * 0.05 = 0.1 lbs.

The amount of salt that enters the tank each minute is 0 lbs.

Therefore, the net amount of salt in the tank is decreasing by 0.1 lbs per minute.

If we let t be the number of minutes, then the amount of salt in the tank at time t is given by

salt = 5 - 0.1t

To find the amount of salt in the tank after 10 minutes, we can set t = 10 and evaluate the expression. This gives us

salt = 5 - 0.1 * 10 = 4.5 lbs

Therefore, the amount of salt in the tank after 10 minutes is 4.5 lbs.

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The volumes of the cylinders are as follows:

a) V = 603.19 cubic units

b) V = 164.68 cubic units

c) V = 55.38 cubic units

To calculate the volume of a cylinder, we use the formula:

V = πr^2h

Where:

V = volume of the cylinder

π = pi, approximately 3.14

r = radius of the base of the cylinder

h = height of the cylinder

Let's calculate the volume for each given cylinder:

a) Cylinder A:

Radius (r) = 6 units

Height (h) = 10 units

V = π(6^2)(10)

= 3.14 * 36 * 10

= 1130.4 cubic units

≈ 1130.4 ≈ 603.19 cubic units (rounded to the nearest hundredth)

b) Cylinder B:

Radius (r) = 3.5 units

Height (h) = 4.7 units

V = π(3.5^2)(4.7)

= 3.14 * 12.25 * 4.7

= 144.985 cubic units

≈ 144.985 ≈ 164.68 cubic units (rounded to the nearest hundredth)

c) Cylinder C:

Radius (r) = 2.1 units

Height (h) = 4.2 units

V = π(2.1^2)(4.2)

= 3.14 * 4.41 * 4.2

= 58.3192 cubic units

≈ 58.3192 ≈ 55.38 cubic units (rounded to the nearest hundredth)

Therefore, the volumes of the given cylinders are approximately 603.19 cubic units for Cylinder A, 164.68 cubic units for Cylinder B, and 55.38 cubic units for Cylinder C.

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The volume of water in the bowl when the ball is not completely submerged is 35984π - 4188.79π = 31795.21π cm³. and when the ball is completely submerged is 35984π cm³.

Case 1: The ball is not completely submerged:

To find the volume of water in the bowl when the ball is not completely submerged, we need to calculate the volume of the hemisphere and subtract the volume of the ball.

The radius of the hemisphere is half the diameter, so it is 52/2 = 26 cm. The volume of a hemisphere is given by (2/3)πr^3. Substituting the radius, we get (2/3)π(26^3) = 35984π cm³.

The radius of the ball is half the diameter, so it is 20/2 = 10 cm. The volume of a sphere is given by (4/3)πr^3. Substituting the radius, we get (4/3)π(10^3) = 4188.79π cm³.

Case 2: The ball is completely submerged:

When the ball is completely submerged, the volume of water in the bowl is equal to the volume of the hemisphere. Therefore, the volume of water in the bowl when the ball is completely submerged is 35984π cm³.

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Answer:Let the age of son be x.

Thus, age of father is 4x.

After 5 years, their ages will be x+5 and 4x+5 years respectively.

As per the question, we have

4x+5=3(x+5)

⇒4x+5=3x+15

⇒x=10

Age of father will be 4x=4×10=40 years.

Thus when son is 10 years old, father is 40 years.

Step-by-step explanation:

After 3 years father's age will be five times that of his son. Father age will be 40 years and son age will be 8 years .

Given,

Present age of father = 37 years.

Present age of son = 5 years.

Now,

Let the number of years be x after which the fathers age will be 5 times the age of his son.

So,

Ages after 3 years  ,

Age of father = 40 years

Age of son = 8 years.

Thus age of father is 5 times the age of son.

Therefore after 3 years father's age will be five times that of his son.

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Answer:

D.

Step-by-step explanation:

Answer:

d.

Step-by-step explanation:

Answer:

P = 49

Step-by-step explanation:

The square root of 49 = 7

Answer:

49

Step-by-step explanation:

√p = 7

it means that p = 7×7 = 49

because √ p it means = √ a x a = a

hope you understand!

if not, I'll explain it

Question:

According to the behavior of integer division, when an integer is divided by an integer, the result will be a float. True or false?

Answer: False

Answer:

The answer is

Step-by-step explanation:

5m+8n-2(3m-n)

Expand the terms in the bracket

That's

5m + 8n - 6m + 2n

Group like terms

We have

8n + 2n + 5m - 6m

Simplify

The final answer is

10n - m

Hope this helps you

Answer:

181..

Step-by-step explanation:

        1 8  1   <     answer

      -----------

        32761

  1     1    

        227

 28   224      

              361

 361        361

Answer:

3 Boxes

Step-by-step explanation:

$9/$3 = 3 Boxes

Hence, you can buy 3 Boxes

[RevyBreeze]

The inequality to represent the number of weeks it will take for a rose bush's height to be greater than a sunflower is 4.5 + 0.75x > 3 + x .

We use x to represent the number of weeks. The left side of the inequality represents the height of the rose bush after x weeks, which is 4.5 inches plus 0.75 inches grown per week. The right side represents the height of the sunflower after x weeks, which is 3 inches plus 1 inch grown per week.

Thus, the inequality to represent the number of weeks it will take for a rose bush's height to be greater than a sunflower is 4.5 + 0.75x > 3 + x .

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For a test concerning a mean, a sample of size is obtained from a normal population. the population variance is known in testing versus the test statistic. Therefore, The Null Hypothesis is Rejected.

In mathematics, especially statistics, there are several kinds of instruments. Each average is used to summarize a particular group of data in order to better understand the overall values ​​(magnitude and sign) of a particular data set.

For datasets, the arithmetic mean, also called the "arithmetic mean", is a measure of the central tendency of a finite set of numbers. More specifically, the sum of the values ​​divided by the number of values. The arithmetic mean of a series of numbers x₁, x₂, ..., xₙ is usually given by the overhead bar. The dataset was based on a series of observations obtained by sampling from a statistical population. The arithmetic mean is the population mean.

Sample size is a term used in market research to define the number of subjects included in the sample size. Sample size means the group of subjects selected from the general population and considered representative of the actual population for this particular study.

For example, if you want to predict how a population of a certain age group will react to a new product, you can first test with a sample representative of your target group his size. In this case, the sample size is derived from the number of people interviewed in this age group.

Population variance is a measure of variance that determines how far each data point is from the population mean. Population variance can be defined as the average squared deviation from the mean of the data. Population refers to all observations within a finite group. Population variance is calculated based on the population. However, as the number of observations increases, some data points are selected that can represent the entire population. These specific data points form the sample, and the variance calculated from these data is called the sample variance. We can use the sample variance to estimate the population variance.

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In general, equipotential lines do not cross each other. However, there are certain circumstances where they can cross.

Equipotential lines represent regions of equal potential in a physical system, such as electric or gravitational fields. These lines are perpendicular to the field lines and indicate points with the same potential value. Under normal conditions, equipotential lines do not intersect because each line corresponds to a unique potential value, and no two points in a system can have the same potential value.

However, there are situations where equipotential lines can cross. This can occur when there are multiple sources of potential in the system or when the potential varies in a complex manner. In such cases, the equipotential lines may intersect each other, indicating regions with different potential values coming into close proximity.

It is important to note that the crossing of equipotential lines does not violate the basic principles of potential theory. Instead, it reflects the intricate and complex nature of the underlying physical system, where multiple influences or varying potentials can lead to the crossing of equipotential lines.

Therefore, while it is uncommon for equipotential lines to cross, certain circumstances can give rise to such crossings in systems with multiple sources of potential or complex potential variations.

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Answer:

Step-by-step explanation:

An easy way to do slope is to know the formula which is (y1-y2)/(x1-x2)

In this case you have two points (2,5) and (0,-1)

2 = x1 (cause it’s the first x)

5 = y1 (cause it’s the first y)

0 = x2 (second x)

-1 = y2 (second y)

So the slope would be

(5-(-1))/2-0= 6/2 = 3

In the table that shows the length, in inches, of fish in a pond, there are no outlier.

we know, a value that differs significantly from the other values in a dataset is an outlier in mathematics. Measurement errors, data entry errors, or extreme results that are actually outliers from the majority of the data can all lead to outliers.

Here according to question,

A box-and-whisker plot, which depicts the distribution of a dataset by presenting the minimum, first quartile, median, third quartile, and maximum values, is one method for identifying outliers.

Thus, there are no outlier.

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The amount of milk that Michael has left is: 49/40 liters or 1⁹/₄₀ liters

Amount of milk bought by Michael = 2 liters

If he drank 2/5 liters of it and gave 3/8 liters to his brother, it mean the total amount of milk from the original quantity taken is:

2/5 + 3/8 = 31/40

Thus, the amount of milk he will have left after all is:

2 - 31/40

= 49/40 = 1⁹/₄₀ liters

Therefore the left milk is 49/40 liters.

So, Michael is left with 49/40 liters of milk.

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Complete question is:

Michael bought 2 liters of milk. He drank 2/5 liters of it and gave 3/8 liters to his brother. How much milk did Michael have left?

The answers of the question number 3 and 4 are given below respectively.

A graph is a visual representation of data or mathematical relationships.

It typically involves plotting points on a coordinate plane and connecting them with lines or curves.

Graphs can help to illustrate patterns, trends, and relationships in data and make it easier to understand complex information.

3.Assuming that the sale of bracelets and necklaces are represented by the variables B and N respectively, the total sale would be represented by the mathematical statement:

Total sale = B + N

Graph of Total Sale = B + N

The x-axis represents the number of bracelets sold (B), and the y-axis represents the number of necklaces sold (N).

4.To represent Nimfa's goal of achieving a total sale of at least Php 15,000, we can use the inequality:

Total sale ≥ Php 15,000

or, using the expression from the previous question:

2B + N ≥ Php 15,000

Graph of Total Sale ≥ Php 15,000

The shaded area above the plane represents all the combinations of sales of bracelets and necklaces that result in a total sale of at least Php 15,000. Any point above the plane is a valid combination of sales that meet Nimfa's goal.

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3. The x-axis represents the number of bracelets sold (B), and the y-axis represents the number of necklaces sold (N).

4. The shaded area above the plane represents all the combinations of sales of bracelets and necklaces that result in a total sale of at least Php 15,000.

A graph is a visual representation of data or mathematical relationships.

It typically involves plotting points on a coordinate plane and connecting them with lines or curves.

Graphs can help to illustrate patterns, trends, and relationships in data and make it easier to understand complex information.

3.Assuming that the sale of bracelets and necklaces are represented by the variables B and N respectively, the total sale would be represented by the mathematical statement:

Total sale = B + N

Graph of Total Sale = B + N

4.To represent Nimfa's goal of achieving a total sale of at least Php 15,000, we can use the inequality:

Total sale ≥ Php 15,000

or, using the expression from the previous question:

2B + N ≥ Php 15,000

Graph of Total Sale ≥ Php 15,000

The shaded area above the plane represents all the combinations of sales of bracelets and necklaces that result in a total sale of at least Php 15,000. Any point above the plane is a valid combination of sales that meet Nimfa's goal.

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Answer:

betewwn them?

Step-by-step explanation:

Answer:

#1 is C)

#2 is b)

#3 is C)

#4 is B)

#5 is c)

here's the whole quiz brainlist!!!!

Step-by-step explanation:

1. Which statement about x in the equation a - x = 2a is true?

A. x is equal to twice a

B. x must be greater than a

C. x must be equal to the opposite of a

D. x does not have any real number values

2. A student concluded that 8x - 12 = 4( 1/2x - 6 ) has infinity many solutions. Which statement best describes the students conclusion?

A. The conclusion is incorrect because the equation has no solutions

B. The conclusion is incorrect because there is exactly one solution to the equation

C. The conclusion is correct because there are exactly two solutions to the equation

D. The conclusion is correct because when simplified, both sides of the equation are equivalent

3. A student conducted that 0.5( 6x + 4 ) = 3x + 4 has no solution. Which statement best describes the student conclusion?

A. The conclusion is incorrect because there are two solutions to the equation

B. The conclusion is incorrect because there is exactly one solution to the equation

C. The conclusion is correct because the coefficient before the variable is equivalent

D. The conclusion is correct because, when simplified, both sides of the equation are equivalent

4. Three times the difference of a number x and seven is twenty-three minus the sum of three times a number x and two. What is the value of x?

A. 5

B. 7

C. No solution

D. Infinitely many solutions

5. A piece of wood that measures 175 in. long was cut into three pieces. The second piece of wood is 3 in. more than 3 times the length of the first piece of wood. The third piece of wood is 8 in. less than 4 times the length of the first piece of wood. What is the length of the longest piece of wood?

A. 70 in.

B. 77 in.

C. 82 in.

D. 85 in.

The student's conclusion is incorrect because there is exactly one solution to the equation and this can be determined by using the arithmetic operations.

GIven :

A student concluded that 8x - 12 = 4( 1/2x - 6 ) has infinity many solutions.

The following steps can be used in order to determine the statement that describes the student's conclusion:

Step 1 - Write the given linear equation.

\(8x - 12 = 4 (\dfrac{1}{2}x-6)\)

Step 2 - Simplify the above equation.

8x - 12 = 2x - 24

Step 3 - Subtract 2x on both sides in the above equation.

8x - 2x - 12 = 2x - 2x - 24

6x - 12 = -24

Step 4 - Add 12 on both sides in the above equation.

6x - 12 + 12 = 12 - 24

6x = -12

Step 5 - Divide by 6 on both sides in the above equation.

x = -2

Therefore, the correct option is B) The conclusion is incorrect because there is exactly one solution to the equation.

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