Find the area of the rectangle whose dimensions are 4.5 cm x 2.4 cm.

Answer:

B. Negative

Step-by-step explanation:

A discriminant of zero indicates that the quadratic has a repeated real number solution. A negative discriminant indicates that neither of the solutions is a real number.

keeping in mind that parallel lines have exactly the same slope, let's check for the slope of the equation above

\(12x-2y=28\implies -2y=-12x+28\implies y=\cfrac{-12x+28}{-2} \\\\\\ y=\cfrac{-12x}{-2}+\cfrac{28}{-2}\implies y=\stackrel{\stackrel{m}{\downarrow }}{\text{\LARGE 6}} x-14 \qquad \impliedby \begin{array}{|c|ll} \cline{1-1} slope-intercept~form\\ \cline{1-1} \\ y=\underset{y-intercept}{\stackrel{slope\qquad }{\stackrel{\downarrow }{m}x+\underset{\uparrow }{b}}} \\\\ \cline{1-1} \end{array}\)

Answer:

C = n + 2

Step-by-step explanation:

Well looking at the line on the graph we can see that the y intercept is 2 because the y intercept is the point in the line that touches the y axis.

And the slope is how fat away each points are from each other on a line so we can find the slope by using two points on the line, we can use (1,3) and (2,4).

So we set up the formula like this \(\frac{y^2-y^1}{x^2-x^1}\).

And now we gotta plug in the numbers and solve so the answer is 4-3 = 1 and 2-1 = 1 so the slope is 1.

And we can’t write that as just n.

So the answer is C = n + 2.

For proof look at the image below.

Answer:

B, C=n+1

Step-by-step explanation:

Rlly late answer lol, the slope of the equation is 1 so it must be

C=n+b b is the y intercept, the y intercept is (0,2)

So the answer is C=n+1

Answer:

See Below

Step-by-step explanation:

Answer:

Line: Solid

Shade: Above

m = -4/5

b = 2

(0,2) - True -Yes

(3,4) - True - Yes

(-2,-2) - False - No

Step-by-step explanation:

Given:

4x + 5y ≥ 10

Questions:

Line: Solid or Dashed?

Shade: Above or Below?

m= [?]

b= [?]

Are these points solution:

Solve:

Inequalities that use '< or >' symbols are plotted with a dashed line. Due to that dashed line means the solution doesn't include the line itself.

< = Less than

> = Greater than

Inequalities that use '≤ or ≥' symbols are plotted with a solid line. Due to that solid line means the solution does includes the line itself

≤ = Less than or equal to

≥ = Greater than or equal to

Therefore, based on the given, the line is solid. Which also means the solution does includes the line itself.

We also know that the given info with the inequalities of "≥".

"≥" Means greater than or equal to which means shade above. If it was "≤ " which means less than or equal to you have to shade below.

To find the m and b we first have to know that;

y = mx + b

m = Slope

b = y-intercept

To find the Slope(m) and b(y-intercept) we first have to put 4x + 5y ≥ 10 in  slope-intercept form.

4x + 5y ≥ 10

4x-4x + 5y ≥ 10-4x {Subtract 4x from both sides}

5y ≥ -4x + 10

5y ≥ -4x + 10 {Divided all by 5}

5y/5  ≥ -4x/5 + 10/5

y =-4/5x+2

Hence, now we know that;

m = -4/5

b = 2

To see if the following points {(0,2) (3,4) (-2,-2)} are solutions for 4x + 5y ≥ 10

All we have to do is to substitute it in.

Starting with (0,2)

x = 0

y = 2

4(0) + 5(2) ≥ 10

0 + 10 ≥ 10

10≥ 10

True. 10 isn't greater than 10 but- It's equal to 10. ≥ Means greater than or equal to Hence, (0,2) is a solution.

Next we have (3,4)

x = 3

y = 4

4(3) + 5(4)  ≥ 10

12 + 20  ≥ 10

32  ≥ 10

True. 32 is greater than 10 - Hence, (3,4) is a solution.

Finally we have (-2,-2)

x = -2

y = -2

4(-2) + 5(-2)  ≥ 10

-8 + -10  ≥ 10

-18  ≥ 10

False. Although you may probably think 18 is greater than 10 it is not correct. -18 isn't greater than 10 due to that it is negative.

RevyBreeze

Answer:

Kindly check explanation

Step-by-step explanation:

Given that :

Number of recipes already known = 4

Number of new recipes learnt per week = 3

Relationship between number of weeks and appetizer recipe :

y = 3w

number of weeks = w

Number of appetizer recipe = y

B.) Linear equation:

y = mx + c

x and y are the independent(x = number of weeks) and dependent variables (y = number of recipes learnt)

C = intercept, value of y, when x = 0 ; number of recipes already known before learning ; 4

m = gradient change in y per change in x; number of recipes Learnt per week ; m = 3

y = 3x + 4

Number of recipes known after 18 weeks :

x = 18

y = 3(18) + 4

y = 54 + 4

y = 58

58 recipes

After 18 weeks, Tara would have learnt (18 * 3) = 54 new recipes plus the already known 4 = (54 + 4) = 58

The decrease in diameter of the bar due to the applied load is -0.005434905d and the final diameter of the bar is 1.005434905d.

A compressive load of 80,000 lb is applied to a bar with a circular section of 0.75 in diameter and a length of 10 in.

if the modulus of elasticity of the bar material is 10,000 ksi and the Poisson's ratio is 0.3.

We have to determine the decrease in diameter of the bar due to the applied load.

Let d be the initial diameter of the bar and ∆d be the decrease in diameter of the bar due to the applied load, then the final diameter of the bar is d - ∆d.

Length of the bar, L = 10 in

Cross-sectional area of the bar, A = πd²/4 = π(0.75)²/4 = 0.4418 in²

Stress produced by the applied load,σ = P/A

= 80,000/0.4418

= 181163.5 psi

Young's modulus of elasticity, E = 10,000 ksi

Poisson's ratio, ν = 0.3

The longitudinal strain produced in the bar, ɛ = σ/E

= 181163.5/10,000,000

= 0.01811635

The lateral strain produced in the bar, υ = νɛ

= 0.3 × 0.01811635

= 0.005434905'

The decrease in diameter of the bar due to the applied load, ∆d/d = -υ

= -0.005434905∆d

= -0.005434905d

The final diameter of the bar,

d - ∆d = d + 0.005434905d

= 1.005434905d

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Answer:

There are 28 marbles in the box. Some are red (12), others are yellow (6) and others are blue (10).

If in this box there 28 marbles and 6 of them are yellow, we substract to get the quantity of marbles that aren't yellow: 28-6 = 22

So 22 of the 28 marbles aren't yellow: 22/28, which we can simplify dividing the numerator and denominator by 2: 11/14

Answer:

(-4,8)

Step-by-step explanation:

(-1, 2) => (x, y)

is translated 6 units up => 2+6 = 8

3 units left => -1-3 = -4

the coordinates of A′ => (-4, 8)

would appreciate brainliest!

the vector equation for the line segment from (3, -4, 4) to (7, 2, 3) is:

r = <3, -4, 4> + t<4, 6, -1>

We can find a vector equation for the line segment by first finding the direction vector of the line segment, and then using it to write the equation in vector form.

The direction vector of the line segment is the difference between the two endpoints:

d = <7, 2, 3> - <3, -4, 4> = <4, 6, -1>

To write the vector equation in terms of the parameter t, we can use the parametric form of the equation of a line:

r = r_0 + td

where r is the position vector of a point on the line, r_0 is the position vector of a known point on the line (in this case, (3, -4, 4)), t is a scalar parameter, and d is the direction vector we just found.

Substituting the values we know, we get:

r = <3, -4, 4> + t<4, 6, -1>

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A. The y-intercept is at the point (0, 0).

B.  The zeros are x = 0 or x = ±√5

C.

A) The y-intercept of this graph is the point where x = 0.

When  x = 0, the value of y

= 0^4 - 5*0^2

= 0.

Therefore, the y-intercept is at the point (0, 0).

B) The x-intercepts/roots of the function are the values of x that make y = 0.

To find these values, we need to set y = 0 and solve for x:

x⁴ - 5x² = 0

x⁴ = 5x²

x² = x⁴/5

x = ±√(x⁴/5)

We can simplify this expression by factoring x² out of both sides:

x²(x² - 5) = 0

x² = 0 or x² - 5 = 0

x = 0 or x = ±√5

hence the x-intercepts are at x = 0 and x = ±√5.

C) The end behavior of this function refers to how the graph of the function approaches the x-axis as x approaches positive infinity and negative infinity.

x → ∞ f(x) → ∞

x → -∞ f(x) → -∞

D) The graph is attached

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Answer:

its 4√2i i think

Step-by-step explanation:

Answer:

Answer:B

Step-by-step explanation:

(a) Example question: "How often do you look at social media while doing schoolwork?

(b) Sofie can select a simple random sample of students by using a random number generator to assign a unique identification number to each student in the online high school.

(c) The sample for Sofie's research is the 32 completed surveys she received. These surveys represent the responses of a subset of the population. The population, in this case, refers to all the students at the online high school.

(d) If Sofie uses only the completed surveys, she can conclude that approximately 50% (16 out of 32) of the students who completed the survey reported using social media while doing schoolwork.

(a) Please select one of the following options: never, rarely, occasionally, frequently, or always."

(b) She can then use the random number generator again to select a specific number of students from the entire population of students, ensuring that each student has an equal chance of being selected. For example, if there are 500 students in total and Sofie wants a sample size of 50, she can generate 50 random numbers and select the corresponding students based on their identification numbers.

(d) However, it is important to note that this conclusion is specific to the sample of completed surveys and cannot be generalized to the entire population of high school students.

To make an inference about the percent of all high school students who use social media while doing schoolwork, Sofie would need a larger and more representative sample that covers a wider range of students in the online high school.

Additionally, she should consider potential biases in the sample, such as non-response bias if the students who chose not to complete the survey have different social media usage patterns compared to those who did respond.

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Answer:

D

Step-by-step explanation:

It state that total is -48, so the equation has =-48

Also says that it has 3 times

a = The cost of the pizza.

b = The cost of the pizza and sales tax.

f(a) = The cost of the pizza.

g(b) = The cost of the pizza and sales tax.

g(f(a)) = The cost of the pizza, sales tax, and delivery fee

Maxwell's equations are a set of four basic laws in classical electromagnetism that define how electric and magnetic fields interact with matter. They were formulated by the Scottish physicist James Clerk Maxwell in the 1860s. The four equations relate magnetic and electric fields to their sources, and they are:

1. Gauss's law for electric fields: The net electric flux through any closed surface is proportional to the enclosed electric charge.

2. Gauss's law for magnetic fields: The net magnetic flux through any closed surface is zero.

3. Faraday's law of induction: The emf induced around any closed path is equal to the negative time rate of change of the magnetic flux through the area enclosed by the path.

4. Ampere's law: The magnetic field around any closed path is proportional to the current passing through the enclosed area.

The equation shown above is the Maxwell equation in the standard form. To solve this equation, we can do the following:

- Start with the left-hand side of the equation: \($\vec{\nabla}\cdot\vec{E}$\). This is known as the divergence of the electric field. It tells us how much the electric field is spreading out from a point. If the divergence is positive, the field is spreading out, and if it is negative, the field is converging.

- Move to the right-hand side of the equation. We have two terms:

\($\frac{\rho}{\epsilon_0}$ and $cg\vec{B}\cdot\vec{\nabla}a$.\)

The first term tells us how much charge is present in the region, while the second term describes how the magnetic field is changing with respect to distance.

We can discuss how these equations are used in various applications such as electromagnetic waves, antenna design, etc.

Maxwell's equations are fundamental laws in classical electromagnetism. They define how electric and magnetic fields interact with matter and provide a framework for understanding many physical phenomena. By solving these equations, we can predict how fields will behave in different situations, and use this knowledge to design new devices and technologies.

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Assignment: Type one to two paragraphs that describe your models and relate them to the law of conservation of mass. Your document should:

Identify the names of the reactants and products in the reaction.

Identify the number of molecules that make up the reactants and products.

Identify the type and number of atoms in each molecule of the reactants and products.

Explain what happens during the chemical reaction.

Explain how mass is conserved during the chemical reaction

The name of the reactant in this reaction is called Calcium Carbonate (CaCO3) and the products in this reaction are Calcium Oxide (CaO) and Carbon Dioxide (CO2). There are 5 atoms total in calcium carbonate: one calcium atom, one carbon atom, and 3 oxygen atoms. In calcium oxide there are 2 atoms total: one calcium atom and one oxygen atom. In carbon dioxide there are 3 atoms total: one carbon and two oxygen atoms. So in the reaction the mass of the products stayed the same because according to the law of conservation, “in a closed or isolated system, matter cannot be created or destroyed. It can change forms but is conserved.” This can be seen in the reaction because no matter was made or destroyed, it was all just rearranged. To further explain, the law of mass conservation in chemistry states that, “in a chemical reaction, the mass of the products equals the mass of the reactants,” which further proves that no matter was created or destroyed, just rearranged. In conclusion, in the reaction the products had the same number of atoms as the reactant because no matter was destroyed or created, simply rearranged to create new products!

The four steps to solve a radical equation are: Isolate the radical, square both sides, solve the resulting equation, and check for extraneous solutions.

To solve a radical equation, follow these four steps:

1. Isolate the radical: Move any terms that don't contain the radical to the other side of the equation. This step ensures that the radical term is alone on one side of the equation.

2. Square both sides: Raise both sides of the equation to the power that eliminates the radical. If you have a square root, square both sides. If you have a cube root, cube both sides, and so on. This step helps eliminate the radical.

3. Solve the resulting equation: Once you've eliminated the radical, solve the resulting equation for the variable. At this stage, you should have an equation without any radicals.

4. Check for extraneous solutions: After finding a potential solution, substitute it back into the original equation and verify if it satisfies the equation. Sometimes, in the process of eliminating the radical, you may introduce extraneous solutions that don't actually satisfy the original equation. If the substituted solution doesn't satisfy the equation, discard it as an extraneous solution.

By following these four steps, you can solve radical equations systematically and ensure that you find all valid solutions.

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Answer: 16

Step-by-step explanation:

Answer:

It should be 16

Step-by-step explanation:at the you would take the 8 because that tells you half the length of the side then at the bottom there is also the other half of the line

With a function f(x) = 2x+2, domain = {−3, 1, 2, 4} the range of f using set notation is {−4, 4, 6, 10}

The range is the out put of the given function f(x) = 2x+2

Using the domain = {−3, 1, 2, 4} the range are calculated

f(x) = 2 * -3 + 2 = -4

f(x) = 2 * 1 + 2 = 4

f(x) = 2 * 2 + 2 = 6

f(x) = 2 * 4 + 2 = 10

The range is {−4, 4, 6, 10}

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Answer:

m∠C = 118°

Step-by-step explanation:

180 - 56 = 124°

124 ÷ 2 = 62°

180 - 62 = 118°

m∠C = 118°

Answer:

sorry I don't know the answer

Answer:

k = 7d

Step-by-step explanation:

y = mx + b

slope (m): 7 kilometers each day

x: Brian runs over d days

y - intercept (b): when x = 0, y = 0 since it will be day 0

y:  total kilometers, k

Answer:

k = 7d

Step-by-step explanation:

The standard form of an equation is :

y = mx + b

Here, the variables for y and x are k and d respectively.

===============================================================

It is given that Brian runs 7 kilometers each day. Hence, that is our rate of change, m. The value of b will be 0 as he starts from 0 km.

============================================================

So, the equation is :

k = 7d

To find the differential equation for a family of curves, we need to find an equation that relates the variables involved in the curves. For example, consider the family of curves given by:

y = mx + c

where m and c are constants. To find the differential equation for this family of curves, we can take the derivative of both sides with respect to x:

dy/dx = m

This is the differential equation for the family of curves.

To find the family of orthogonal trajectories, we need to find a new family of curves that intersect the original family of curves at right angles. We can use the fact that the product of the slopes of two perpendicular lines is -1. So, if the differential equation for the original family of curves is:

dy/dx = f(x, y)

then the differential equation for the family of orthogonal trajectories is:

dy/dx = -1/f(x, y)

To find a specific orthogonal trajectory, we need to solve this differential equation for y as a function of x.

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Answer:

A. thermal energy/heat.

Among the given options for input statements involving int variables X and y, the valid option is b) cin >> x >> y.

This statement uses the extraction operator (>>) to read input values and assign them to the variables x and y consecutively. The extraction operator allows for multiple inputs in a single line, separated by spaces or other delimiters.

This statement ensures that two integer values can be entered and stored correctly in the variables x and y. The extraction operator (>>) is commonly used with the cin object in C++ for input operations. It facilitates convenient and efficient input handling for multiple variables in a single statement.

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Answer:

Yes one pair of the opposite sides could measure 10 inches , and the other pair could measure 13 inches.

Step-by-step explanation:

A parallelogram have opposite sides parallel and congruent

the given quadrilateral is a parallelogram then

10 = x + 2 Equation A

x + 5 = 2x - 3 Equation B

Solving for Equation A:

x = 10 -2 = 8 inches

Solving for Equation B;

2x - x = 5 + 3

x = 8 inches

Value X are the same equations.

Means that

For x=8 inches opposite side

So Yes one pair of the opposite sides could measure 10 inches , and the other pair could measure 13 inches.

\(\\ \sf\longmapsto x+4=\sqrt{8-x}\)

\(\\ \sf\longmapsto (x+4)^2=8-x\)

\(\\ \sf\longmapsto x^2+16+8x=8-x\)

\(\\ \sf\longmapsto x^2+8x-x+16-8=0\)

\(\\ \sf\longmapsto x^2+7x+8=0\)

\(\\ \sf\longmapsto x^2-8x+x+8\)

\(\\ \sf\longmapsto (x-8)(x-1)=0\)

\(\\ \sf\longmapsto x=8,-1\)

Option C

Answer:

\({ \rm{x + 4 = \sqrt{8 - x} }} \\ \\ { \rm{ {(x + 4)}^{2} = {( \sqrt{8 - x}) }^{2} }} \\ \\ { \rm{(x + 4)(x + 4) = 8 - x}} \\ \\ { \rm{ {x}^{2} + 8x + 16 = 8 - x}} \\ \\ { \rm{ {x}^{2} + 9x + 8 = 0 }} \\ \\ { \rm{(x + 1)(x + 8) = 0}} \\ \\ { \boxed{ \tt{x _{1} = {}^{ - } 1}}} \: \: { \rm{and}} \: \: { \boxed{ \tt{x _{2} = {}^{ - } 8}}}\)

Answer:

118, 62

Step-by-step explanation:

We can set a system of equations where x and y are the two angles and x is the larger one

x+y=180

x-y=56

If we subtract the second equation from the first, we get 2y=124, simplifying that, we get y=62. Plugging it into either equation, we get x=118. We can check that 118 is 56 larger than 62, which it is. Thus, x=118, y=62.

To find the derivative of the following expression `4x^4 + 26 sqrt(x)`, we need to use the power rule for derivatives and the chain rule for the square root function.Power Rule for Derivatives:If f(x) = x^n, then f'(x) = nx^(n-1).

Chain Rule for Square Root:If f(x) = sqrt(g(x)), then f'(x) = g'(x)/[2sqrt(g(x))].

Using the above formulas, we can find the derivative of the expression:4x^4 + 26sqrt(x).

First, let's find the derivative of the first term:4x^4 --> 16x^3.

Now, let's find the derivative of the second term:26sqrt(x) --> 13x^(-1/2) (using the chain rule).

Therefore, the derivative of the given expression is:16x^3 + 13x^(-1/2)

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