HELP PLEASE AND HOW DO I SOLVE PROBLEMS LIKE THIS? I don't understand these lol​

The money could Marshall have saved if he would have conserved in those ways \(T=298N+10\)

Marshall would like to get an idea of his monthly electricity expenses.

So, he compiles a list of the last several months' electricity bill amounts

Marshall finds that if he spent at least $145 in a given month on electricity,

Have saved $10 in that month

We are given the following:

A = 145N + 10

B = 153N

We are required to determine the total amount (P) saved using both plans combined.

This can be achieved thus:

\(T=A+B\)

\(T = 145N+10+153N\)

\(T =298N+10\)

Therefore,

The money could Marshall have saved if he would have conserved in those ways \(T=298N+10\)

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Answer:

x = 28.75

Step-by-step explanation:

RZ and RT will have the same length since Z is a midpoint

8x - 10 = 220

Add 10 to both sides

8x = 230

Divide both sides by 8

x = 28.75

(x, y) and (-y, x) are orthogonal due to inner product = 0, (x, x) and (-y, y) are not orthogonal due to inner product = 2xy.

3i - j - 2k and -21 and – 3j+k are not orthogonal due to inner product = -3i + 11j + 15k.

The vectors (x, y) and (-y, x), where x and y are nonzero real numbers, are orthogonal. This is because the inner product of two orthogonal vectors is equal to 0. Since (-y, x) = -1 * (x, y), the inner product of these two vectors is 0.

The vectors (x, x) and (-y, y), where x and y are nonzero real numbers, are not orthogonal. This is because the inner product of these two vectors is 2xy, which is not 0.

The vectors 3i - j - 2k and -21 – 3j+k are not orthogonal. This is because the inner product of these two vectors is -3i + 11j + 15k, which is not 0.

Therefore, vectors (x, y) and (-y, x) are orthogonal, with a dot product of 0. Vectors (x, x) and (-y, y) are not orthogonal, with a dot product of 2xy. Vectors 3i-j-2k and -21-3j+k are not orthogonal, with a dot product of -3i+11j+15k.

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The number of cookies prepared from 1.33 cups of butter are 48.

A ratio in mathematics signifies how many one number appears to contain another. For instance, when there are eight oranges as well as six lemons in a fruit bowl the orange-to-lemon ratio is eight to six, or 8:6, which really is similar to the proportion 4:3.

Now, as per the given question.

In this item, we have been asked to calculate the total number of cookies that may be made by having;

Let 'x' be the cookies made by 1.33 cups of butter.

When, six dozen cookies with 2 cups of the butter = 72 cookies with 2 cups of the butter.

We will use the ratio & proportion formula to solve this problem:

a/b = c/d

Let us now enter the values:

72 cookies/ 2 cups of butter = x / 1.33 cups of butter

Cross multiplying the equations;

72 cookies × 1.33 cups of butter = x × 2 cups of butter

Thus,

x = (72 cookies × 1.33 cups of butter)/2 cups of butter

x = 48

Thus,  48 cookies will be made in proportion to 1.33 cup butter.

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The complete question is-

You are making cookies and are missing a key ingredient eggs. You have most of the other ingredients needed to make the cookies, except you have only 1.33 cups of butter and no eggs. You note that the recipe calls for two cups of butter and three eggs (plus the other ingredients) to make six dozen cookies. You call a friend and have him bring you some eggs. If you use all the butter (and get enough eggs), what number of cookies will you make?

Answer:

A) 90°

Step-by-step explanation:

if lines b and c are perpendicular then all 8 angles measure 90 degrees

Answer:

Abstract. The aim of the second and final part of this study is to simulate fatigue crack growth in the ... The proposed method is based on conducting finite element ... I for the mode-mixity phase angle –20 are used as the inputs to the finite element ... П17ч. For plane strain conditions,. Sц ij ╪ Sij ю. Si3Sj3. S33. П18ч. 462.

Step-by-step explanation: There you go. I know im really smart and i always wanna help!!

Answer:

see explanation

Step-by-step explanation:

the error in the question is that

sec²x = \(\frac{1}{cos^2x}\) ≠ \(\frac{1}{sin^2x}\) , and

csc²x = \(\frac{1}{sin^2x}\) ≠ \(\frac{1}{cos^2x}\)

have been used incorrectly in simplifying the expression

then

\(\frac{tan^2x+1}{1+cot^2x}\)

= \(\frac{sec^2x}{csc^2x}\)

= \(\frac{\frac{1}{cos^2x} }{\frac{1}{sin^2x} }\)

= \(\frac{1}{cos^2x}\) × \(\frac{sin^2x}{1}\)

= \(\frac{sin^2x}{cos^2x}\)

= tan²x

Answer:

GCF= 16

Step-by-step explanation:

factors of 32= 32, 16, 8, 4, 2, 1

factors of 16= 16, 8, 4, 2, 1

16 is the largest factor both numbers have in common

Answer: 16

Step-by-step explanation:

Answer:

ii)  c = 4    iii) c = 8

Step-by-step explanation:

A = x axis intercept = 1/2 c

B = y axis intercept = c

ii)  Area of a triangle = 1/2 x base x height

                               4 = 1/2 x (1/2)c x c

                              c² = 16

                                c = 4

iii)  2√5 will be the hypotenuse of a right-angled triangle with base 1/4 c and height 1/2 c

(2√5)² = (1/4 c)² + (1/2 c)²

      20 = 1/16 c² + 1/4 c²

      20 = 5/16 c²

         c² = 64

          c = 8

The Equivalent Units of Production for conversion costs is 16,750 units. The total material cost per unit is P0.94. The total manufacturing cost per unit is P2.59. The total cost for Started and Completed is P47,680. The total cost for Work in Process, Ending Inventory is P5,180.

21. The Equivalent Units of Production-Conversion Cost = 16,750 units.

22. The total material cost per unit = P0.94.

23. The total manufacturing cost per unit = P2.59.

24. The total cost for Started and Completed = P47,680.

25. The total cost for Work in Process, Ending Inventory = P5,180.

To calculate the required values, we'll use the FIFO method.

21. Equivalent Units of Production-Conversion Cost:

Equivalent Units of Production = Units completed + (Ending work in process inventory * Degree of completion)

Equivalent Units of Production = 17,500 + (2,000 * 3/4)

Equivalent Units of Production = 17,500 + 1,500

Equivalent Units of Production = 19,000 units

22. Total Material Cost per Unit:

Total Material Cost per Unit = Total material costs / Equivalent Units of Production

Total Material Cost per Unit = P16,500 / 17,500

Total Material Cost per Unit = P0.94

23. Total Manufacturing Cost per Unit:

Total Manufacturing Cost per Unit = (Total material costs + Conversion costs) / Equivalent Units of Production

Total Manufacturing Cost per Unit = (P16,500 + P23,945) / 17,500

Total Manufacturing Cost per Unit = P40,445 / 17,500

Total Manufacturing Cost per Unit = P2.59

24. Total Cost for Started and Completed:

Total Cost for Started and Completed = Units completed * Total Manufacturing Cost per Unit

Total Cost for Started and Completed = 17,500 * P2.59

Total Cost for Started and Completed = P45,325

25. Total Cost for Work in Process, Ending Inventory:

Total Cost for Work in Process, Ending Inventory = Ending work in process inventory * Total Manufacturing Cost per Unit

Total Cost for Work in Process, Ending Inventory = 2,000 * P2.59

Total Cost for Work in Process, Ending Inventory = P5,180

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Interpreting a correlation requires careful consideration of factors such as causation, confounding variables, nonlinearity, outliers, and sample characteristics.

Interpreting a correlation between two variables can be difficult for several reasons:

Causation vs. correlation: Correlation measures the strength and direction of the relationship between two variables but does not imply causation. Just because two variables are correlated does not mean that one variable causes the other. It is essential to avoid making causal claims based solely on correlation.

Confounding variables: Correlations can be influenced by the presence of confounding variables that affect both variables being studied. Without accounting for these confounding factors, it can be challenging to determine the true nature of the relationship between the variables of interest.

Nonlinear relationships: Correlation coefficients, such as Pearson's correlation coefficient, measure linear relationships between variables. If the relationship is nonlinear, the correlation may not accurately capture the association. It is crucial to consider other types of analysis or transformations to capture more complex relationships.

Outliers and influential observations: Extreme values or outliers in the data can have a significant impact on correlation coefficients. These outliers may distort the correlation and lead to incorrect interpretations. It is important to examine the data for influential observations that may unduly influence the correlation results.

Sample size and representativeness: The size and representativeness of the sample can affect the reliability and generalizability of correlation results. Small or biased samples may not provide a representative picture of the population, leading to misleading interpretations.

Overall, it is important to use correlations as part of a broader analysis and consider additional evidence before drawing definitive conclusions about the relationship between variables.

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The answer is , the hypothesis used to test the claim that the average student spends 3 hours studying for a midterm exam is option D: H0: μ = 3, H1: μ < 3.

The hypothesis used to test the claim that the average student spends 3 hours studying for a midterm exam is option D: H0: μ = 3, H1: μ < 3.

Explanation:

In this case, we want to test whether the claim made by the professor is correct or not.

To do this, we can perform a hypothesis test using a significance level alpha. If the p-value obtained from this test is less than alpha, we can reject the null hypothesis and conclude that the claim is not true.

The null hypothesis (H0) is the statement that we assume to be true before conducting the test.

In this case, we assume that the average student spends 3 hours studying for a midterm exam.

The alternative hypothesis (H1) is the statement that we want to test.

In this case, we want to test whether the average student spends less than 3 hours studying for a midterm exam.

Based on the above explanations, we can conclude that the hypothesis used to test the claim that the average student spends 3 hours studying for a midterm exam is option D: H0: μ = 3, H1: μ < 3.

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The correct hypothesis is H0: μ = 3, H1: μ ≠ 3 (option A).

hypothesis is used to test the claim.

A professor of statistics refutes the claim that the average student spends 3 hours studying for a midterm exam.

The hypothesis used to test this claim is

H0: μ=3,

H1: μ≠3.

Hypothesis testing is an inferential statistical process in which a researcher uses sample data to test the validity of a hypothesis about a population parameter. The process starts with a null hypothesis that represents the status quo. A null hypothesis is always a statement of no effect, no difference, or no association. It is symbolized as H0.

The alternative hypothesis, denoted as H1, represents the possibility that there is a relationship between the two variables.

The hypothesis used to test the claim that the average student spends 3 hours studying for a midterm exam is:

A. H0: μ = 3, H1: μ ≠ 3

In this case, the null hypothesis (H0) states that the average student spends exactly 3 hours studying for the exam. The alternative hypothesis (H1) is that the average student does not spend exactly 3 hours studying, indicating that the average study time is either greater or less than 3 hours.

Therefore, the correct hypothesis is H0: μ = 3, H1: μ ≠ 3 (option A).

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Answer:

h= 20t

d= -16t²+288

Step-by-step explanation:

The trip up the tower is modeled by a linear equation. The height of the riders, h, is equal to the constant rate multiplied by the time, t. So for the trip up, h= 20t .

The free fall down the tower is modeled by the quadratic equation d= -16t²+d₀, where d₀  represents the initial distance above the bottom of the free fall. For this ride, the initial distance is 288 feet. So for the free fall, d= -16t²+288 .

Instead of developing the geometry, some examples of creating the workpart geometry during machining include:

Contour turning:

Profile milling:

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When more than 25 shirts are ordered, the price is $15 per shirt, plus $15 shipping and handling.  If $720 was spent on shirts,  the student council ordered 47 shirts.

Let x be the number of shirts ordered. We can set up an equation based on the given information:

If x ≤ 25, then the cost of the shirts is 20x + 20.

If x > 25, then the cost of the shirts is 15x + 15.

We know that the total cost of the shirts is $720. So, we can write:

20x + 20 if x ≤ 25

15x + 15 if x > 25

Setting these equal to each other, we get:

20x + 20 = 15x + 15

5x = 5

x = 1

This doesn't make sense, because the number of shirts ordered must be greater than 1. Therefore, we know that the student council ordered more than 25 shirts.

Using the equation 15x + 15 = 720, we can solve for x:

15x + 15 = 720

15x = 705

x = 47

To check, we can calculate the cost of the shirts:

If 47 shirts are ordered, then the cost is 15(47) + 15 = $720.

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Any two-digit number beginning with a 1 is unique (and all special numbers have at least one 1). There are nine 2-digit numbers with the ones digit 1, and nine more 2-digit numbers with the tens digit 1 (except for 11, which has already been included because its ones digit is 1). As a result, there are 9+9=18 exceptional two-digit numbers.

What is special number called?

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As per the coordinate, the equation of the tangent line is  y = (-1/2)x - 3.

In this problem, we are given the equation of a circle, x² + y² = 20, which represents all the points on the plane that are equidistant from the origin (0,0) with a distance of √20 or a radius of

=> √20/2 = 2√5.

Now, let's consider point A. We know that it lies on the circle, so it must satisfy the equation x² + y² = 20. Additionally, we are told that its y-coordinate is -4. Using this information, we can substitute y=-4 into the equation of the circle to get

=> x² + (-4)² = 20,

which simplifies to x² = 4.

Thus, point A has coordinates (±2, -4), and we can determine which one is correct by looking at the circle's equation.

Next, let's consider point B. We are told that its x-coordinate is √10. Since point B lies on the circle, it must also satisfy the equation

=> x² + y² = 20.

Using this equation, we can substitute x=√10 to get

=> (√10)² + y² = 20,

which simplifies to y² = 10. Thus, point B has coordinates (√10, ±√10).

To find the y-intercept, we can use the fact that point A lies on the tangent line. Substituting the coordinates of point A into the equation of the tangent line, we get -4 = (-1/2)(±2) + b, which simplifies to b = -3. Thus, the equation of the tangent line at point A is y = (-1/2)x - 3.

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Complete Question:

A point A lies on the circle with the equation x² + y² = 20 and has y-coordinate -4

A point B lies on the circle and has x-coordinate √10

A tangent line set at A intersects the tangent at B at point C

Find the equation of the tangent line.

Answer:

12 inches

Step-by-step explanation:

3+4+5=12

48/12=4

3*4=12

Answer:

95 m

Step-by-step explanation:

Answer: Length: 95 meters.

Step-by-step explanation:

The perimeter of a rectangle is calculated with the formula:

                   P = 2(L + W)

                360 = 2(L + 85)

   Divide both sides by 2

          360 ÷ 2 = (L + 85)

                180  =  (L + 85)

    Subtract  85  from 180

                 180 - 85

                  97 = L  

The combination of large size, deep drilling ability, suitable working conditions, and advanced technology make oil drilling ships an optimal starting point for scientists seeking to design a ship capable of investigating the seafloor.

Oil drilling ships possess several qualities that make them an excellent starting point for scientists designing a ship to investigate the seafloor. These qualities include:

In conclusion, the combination of large size, deep drilling ability, suitable working conditions, and advanced technology make oil drilling ships an optimal starting point for scientists seeking to design a ship capable of investigating the seafloor.

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Answer:

Below

Step-by-step explanation:

You need the RADIUS to calculate area.....since diameter is 8, radius is 4 inches

Area = pi r^2

Cost per square inch =  price / area = $12.56 / ( 3.14 *4^2) =  $ 0.25 per in^2

The approximate cost per square inch of the cookie cake is $0.25

To know the total cost to cover an area, multiply the area with the cost per unit of area.

Given that, a circular cookie cake costs $12.56, the diameter of the cookie cake is 8 inches,

We need to determine that, what is the approximate cost per square inch of the cookie cake,

So, the area of the cake = π × radius² [diameter = 2 radius]

= 3.14 × 4²

= 50.24 in²

Since, the cost for the 50.24 in² of the cookie cake is $12.56,

So, the 1 in² of the cookie cake = $12.56 / 50.24 in²

= $0.25

Hence, the approximate cost per square inch of the cookie cake is $0.25

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Answer:

It's Number A.

Step-by-step explanation:

It is number A because she walks 15 miles per hour, the ratio would be

hours - miles.

So, it means there are 15 miles to 4 hours.

Answer:

130.35

Step-by-step explanation:

https://percentages.calculators.ro/22-number-increased-with-percentage-of-its-value.php?number=55&percentage_increase=137&new_value=130.35

Answer:

t+d

Step-by-step explanation:

Answer:

When we say that an allele is "fixed," it means that a particular allele has reached a frequency of 100% in a population.

Step-by-step explanation:

Alleles are different forms of a gene that occupy the same position on homologous chromosomes. In a population, different alleles can exist for a specific gene. However, through various evolutionary processes such as natural selection, genetic drift, or gene flow, one allele may become predominant and eventually fixate within the population.

The fixation of an allele can occur through different mechanisms. For example, if a beneficial allele provides a selective advantage to individuals carrying it, it is more likely to increase in frequency and eventually become fixed in the population. On the other hand, genetic drift, which is the random change in allele frequencies due to chance events, can also lead to the fixation of an allele, especially in small populations.

Once an allele is fixed in a population, it means that all future generations will inherit that allele, and no alternative alleles will be present at that particular gene locus.

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Answer:

35° and 55°

Step-by-step explanation:

Complementary angles sum to 90°

let one angle be x and the other x + 20 , then

x + x + 20 = 90

2x + 20 = 90 ( subtract 20 from both sides )

2x = 70 ( divide both sides by 2 )

x = 35°°

x + 20 = 35 + 20 = 55

The 2 angles are 35° and 55°

The total area of the square pyramid in this problem is given as follows:

A = 27.06 in².

The square pyramid in this problem is a composite figure, hence the area of the pyramid is given by the sum of the areas of all the parts that compose the figure.

The figure in this problem is composed as follows:

Hence the total area of the square pyramid in this problem is given as follows:

A = (4.1)² + 0.5 x 5 x 4.1

A = 27.06 in².

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