Evaluate 1.8 raised to the seventh power divided by 1.8 raised to the sixth power, all raised to the second power. 1 1.8 3.24 3.6

The kinetic energy is 1000J.

Kinetic energy is the energy of motion, observable as the movement of an object, particle, or set of particles. It is the measure of the work that an object does by virtue of its motion.

Kinetic energy is the product of half the product of mass and the square of the speed.

K.I = 1/2 m v²

Here m = 20kg, v = 10m/s

K.I = 1/2 × 20 × 10²

    = 10 ×10²

    = 1000

Therefore the kinetic energy is 1000J.

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Answer:

Step-by-step explanation:

Time/mph

The equation of the locus of the point P so that the area of triangle PAB is 8.5 square units will be 5 k + h = 34.

Let coordinate of P be (h, t)

We are given the coordinates of A and B as:

A = (2,3) and B = (−3,4)

Now, we also know that Area of triangle PAB is:

A = 1 / 2 (h ( 3 − 4 ) + 2 ( 4 − k ) − 3 ( k − 3 ) )

± 8.5 = 1 / 2 ( h ( - 1 ) + 2 ( 4 - k ) - 3 ( k - 3 ) )

± 17 = ( - h + 8 - 2 k - 3 k + 9 )

± 17 = ( 17 - 5 k - h )

When + 17 is there:

5 k + h = 0

When - 17 is there:

5 k + h = 34

So, locus of the point P will be 5 k + h = 34.

Therefore, the equation of the locus of the point P so that the area of triangle PAB is 8.5 square units will be 5 k + h = 34.

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Your question was incomplete. Please refer the content below:

A(2,3) and B(−3,4) be two given points. Find the equation of the locus of P so that the area of triangle PAB is 8.5 square units.

Two complex of numbers with a difference of 9 is 19 + i3 and 10 + i3

The term complex numbers is used in mathematics to refer to numbers that are of two parts the real part and the imaginary part. The real part of a complex number appears like a number real number while the imaginary part has the letter i before the number.

This is two numbers that there difference will be 9

so subtracting the two complex numbers we have:

( 19 + i3 ) - ( 10 + i3 )

= ( 19 - 10 ) - ( i3 - i3 )

= 9 - 0

= 9

Hence we can say that two complex of numbers with a difference of 9 is 19 + i3 and 10 + i3.

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Answer:

AC = 16.6

Step-by-step explanation:

Use sine rule

9.2 / sin(180-90-61) = AC/ sin(61)

Answer: h=V/r²

h=4 cm

Step-by-step explanation:

V = r²h solve for h

V/r² = r²h/r²     ==> divide the formula by r² to isolate h

h=V/r²

h=36/(3)²

h=36/9

h=4 cm

Answer:

Step-by-step explanation:

No. It has to be a whole number in order to be an integer, and 12/5 = 2.4, and therefore is not a whole number.

The equations that will represent the reflected function are:

(c)  [tex]f(x)=5(\frac{1}{5})^{-x}[/tex] and;

(d) [tex]f(x)=5(5)^{x}[/tex]

If two functions share the same domain and codomain and have values that are consistent across all domain elements, they are said to be equivalent.

Consider the function,

[tex]f(x)=5(\frac{1}{5})^{x}[/tex]

Now,

Positive x-values and negative x-values are switched by a reflection over the y-axis, which also swaps the values of x and x.

So,

[tex]f(-x)=f(x)[/tex]

The reflection of the function f(x) across the y axis will be:

[tex]f(x)=5(\frac{1}{5})^{-x}[/tex]

Therefore, the equivalent function will be:

[tex]f(x)=5(\frac{1}{5})^{(-1)(x)}[/tex]

[tex]f(x)=5 \times ((\frac{1}{5})^{-1})^{x} \\f(x)=5(5)^{x}[/tex]

Therefore, the equations which represent the function are:

[tex]f(x)=5(\frac{1}{5})^{-x}[/tex] and;

[tex]f(x)=5(5)^{x}[/tex].

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The complete question is mentioned below:

The function [tex]f(x)=5(\frac{1}{5})^{x}[/tex] is reflected over the y-axis. Which equations represent the reflected function? Select two options.

(a) [tex]f(x)=\frac{1}{5}(5)^{-x}[/tex]

(b) [tex]f(x)=\frac{1}{5} \frac{1}{5} [\frac{1}{5} ]^{x}[/tex]

(c)  [tex]f(x)=5(\frac{1}{5})^{-x}[/tex]

(d) [tex]f(x)=5(5)^{x}[/tex]

(e) [tex]f(x)=5(5)^{-x}[/tex]

Answer:

[tex]\frac{4}{49}[/tex]

Step-by-step explanation:

4/7 × 1/7

= 4 × 1/7 × 7

= 4/49

By solving a system of equations, we can see that the chemist needs to use 375 mL of the 2% acid, and the other 225% of the 10% acid.

Let's define the variables that we will need to write our system of equations:

We know that the chemist wants to make 600mL of a 5% acid solution, so we can write the system of equations:

x + y = 600

x*0.02 + y*0.10 = 600*0.05

If we isolate y on the first equation, then we get:

y = 600 - x

Now we can replace that on the other equation so we get:

x*0.02 + (600 - x)*0.10 = 30

With this, we can get the value of x.

x*0.02 + 60 - x*0.10 = 30

-x*0.08 = 30 - 60 = -30

x = 30/0.08 = 375

So the chemist needs to use 375 mL of the 2% acid, and the other 225% of the 10% acid.

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Answer:−4x+60X,1,2,3y−14

Step-by-step explanation:
1. simplify 3x x 20 to 60x
−4x+60X,1,2,3y−5−9
2. Simplify 3y- 5-9 to 3y - 14
−4x+60X,1,2,3y−14

Answer:

52x + 29.

Step-by-step explanation:

d = 7x + 11 - (2x + 9)

= 5x + 2.

11th term

= 2x + 9 + (11-1)(5x + 2)

= 2x + 9 + 50x + 20

= 52x + 29.

Answer: Simplify the expression.

Scientific Notation:

4 ⋅ 10^7

Expanded Form:

40000000

Step-by-step explanation:

by doing 2.7*10^(5) divided by 6.75*10^(3)

you get the answer or now saying its

4 ⋅ 10^7 miles away basically. hope this helped

Answer:(0,4)

Step-by-step explanation: Graph the line using the slope and y-intercept, or two points.

Slope: -5

y-intercept:

(0,4)

x     y

0    4

1    -1

Answer:

-1/3

Step-by-step explanation:

So we need to find the slope of a line that passes through (6, 1) and (-3, 4).

We know that the line passes through 2 points, and using this information, we can find the slope of this line using our slope formula which is [tex]\frac{y1-y2}{x1-x2}[/tex].

So we can do [tex]\frac{4-1}{-3-6}=-\frac{1}{3}[/tex].

That's your answer.

Let me know if you have any questions

From the given graph, we can conclude that at a time of 15, the position is 8m; At a time of the fourth tic on the x-axis, the position is 20.25 m

From the given distance time graph, we can see that the y-axis is represented by position in meters while x-axis is represented by time taken.

A) Tracing x = 3 tic, we can get see that the time is at x = 3 * 5 = 15 s

B) Tracing the fourth tic mark on the graph, we can see that y = 2.25 = 2.25 * 9 = 20.25 m

C) Now, when t = 15 seconds, we can see that it will be the third tic on the x-axis and as such at the third tic,

(15 * 1.75)/3 = 8 m

Thus, we can conclude that at a time of 15, the position is 8m; At a time of the fourth tic on the x-axis, the position is 20.25 m

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Answer:  110 grams of the 99% cocoa, and 90 grams of the 70% cocoa.

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

Work Shown:

x = amount of the 99% cocoa

200-x = amount of the 70% cocoa

0.99x = amount of pure coca from the first batch

0.70(200-x) = amount of pure cocoa from the second batch

0.99x+0.70(200-x) = total amount of pure cocoa

0.99x+0.70(200-x) = 200*0.86

0.99x+0.70*200-0.70x = 200*0.86

0.99x+140-0.70x = 172

0.29x+140 = 172

0.29x = 172-140

0.29x = 32

x = 32/0.29

x = 110.344827586207

x = 110

200-x = 200 - 110 = 90

Lyle needs 110 grams of the 99% cocoa, and 90 grams of the 70% cocoa.

Both of these values are approximate.

Answer:

10 is the answerplease i

Answer: 3/72 is your answer.

The difference of 30000 and 6985 using compensation is 23015

The method of compensation refers to calculating mentally without any paper work.

Here, we are asked to find the difference of 30000 and 6985 which are comparatively large numbers. Everyone would prefer using pen and paper to calculate this. But we can do this by compensation within a few steps.

So the final answer is 23015.

i.e., 30000-6985 = 23015

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Answer:

1.96 m or 2m when rounded to nearest tenth

Step-by-step explanation:

The question is referring to a square right pyramid. The base is square and the perpendicular axis is vertical to the base.

These are the different parts of a square right pyramid .

See figure for detailed description(taken from Wolfram website)

The ones of interest here are

Answer slant height s = 1.96 = 2 m when rounded to nearest tent

The equation formed using the given data is 195 = x + 12 and your final score is 183 points.

How to form an equation?

Determine the known quantities and designate the unknown quantity as a variable while trying to set up or construct a linear equation to fit a real-world application.

In other words, an equation is a set of variables that are constrained through a situation or case.

Let's say your final score is x

Given that,

Your final score x is 12 points less than your friend's final score.

So,

x = friend final score - 12

Now,

Friend final score = 195

So,

x = 195 - 12

x + 12 = 195

195 = x + 12

Now,

x = 195 - 12 = 183

Hence "The equation formed using the given data is 195 = x + 12 and your final score is 183 points".

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We are to evaluate the expression:

[tex]6c + 5d - 4c - 3d + 3c - 6d[/tex]

Where:

[tex]c = 4[/tex], [tex]d = 2[/tex]

Here, we just have to replace the variables with their given values, as shown below:

[tex]6(4) + 5(2) - 4(4) - 3(2) + 3(4) - 6(2)[/tex]

Now, we calculate.

[tex]→24 + 10 - 16 - 6 + 12 - 12[/tex]

Final answer

[tex] = 12[/tex]

1) Sheryl was wrong, the solution of w² = 49 and w² +49 = 0 are not same.

2) The solution of 4x² - 9 = 0 this quadratic equation is 3/2 and -3/2 through using factoring method.

3)

4) The solution of both quadratic equations will give same results.

Explanation:

1) Sheryl says that the solutions of the quadratic equations w² = 49 and

w² +49 = 0 are the same. Do you agree with Sheryl? Justify your answer.

Solution:-

 According to Sheryl says that the solutions w² = 49 and w² +49 = 0 are the same.

Let's find the solution of given quadratic equations

        w = √49      ( ∵√49 = 7 )

         w = ±7

    So the solution of this quadratic equation 7 and -7

        w² = -49

        w  = √(-49)      ( ∵√49 = 7 )

         w = ±7 √-1       ( ∵√-1 = i )

   So the solution of this quadratic equation 7i and -7i

2. Patricia says that it's more appropriate to use the method of factoring

than extracting square roots in solving the quadratic equation

4x² - 9 = 0. Do you agree with Patricia? Explain your answer.

Solution:-

Patricia says that it's more appropriate to use the method of factoring

than extracting square roots in solving the quadratic equation

       4x² - 9 = 0.

Now, let's solve that quadratic equation through factoring method.

      (2x)² - (3)² = 0                {∵ a²-b²= (a-b)(a+b)

   (2x-3)(2x+3) = 0

    If       (2x-3) = 0  

               2x-3 = 0      

                   2x = 3

                      x = 3/2

   And if  (2x+3) = 0

               2x+3 = 0      

                   2x = -3

                      x = -3/2

3. If you are to choose between completing the square and factoring in

finding the solutions of each of the following equations, which would you

choose? Explain and solve the equation using your preferred method.

a. 4x² - 20x = 11

b. x² + 7x + 12 = 0.

Solution:-

a. 4x² - 20x = 11

For solve this quadratic equation, we can use completing the square method, because this equation is very hard to get it's factors.

So,

    4x² - 20x = 11

[tex]x^2-5x+(\frac{5}{2})^2 = \frac{11}{4} +(\frac{5}{2})^2\\x^2-2\times \frac{5}{2} \times x+(\frac{5}{2})^2 = \frac{11}{4} +\frac{25}{4}\\(x-\frac{5}{2})^2 = \frac{11+25}{4}\\(x-\frac{5}{2})^2 = \frac{36}{4}\\(x-\frac{5}{2})^2 = 9\\(x-\frac{5}{2})^2 = (3)^2\\(x-\frac{5}{2}) = \pm (3)\\\\[/tex]

 For taking + sign,

x - [tex]\frac{5}{2}[/tex] = 3

    x = 3 + [tex]\frac{5}{2}[/tex]

    x = [tex]\frac{6+5}{2}[/tex]

     x = [tex]\frac{11}{2}[/tex]

  For taking - sign,

x - [tex]\frac{5}{2}[/tex] = -3

    x =  [tex]\frac{5}{2}[/tex] - 3

    x = [tex]\frac{5-6}{2}[/tex]

     x = [tex]\frac{-1}{2}[/tex]

b. x² + 7x + 12 = 0.

For solve this quadratic equation, we can use factoring method, because that is very easy to get it's factors.

So,

            x² + 7x + 12 = 0

      x² + 4x +3x + 12 = 0

          x(x+4) +3(x+4) = 0

                 (x+4)(x+3) = 0

                If       (x+4) = 0  

                           x+4 = 0      

                               x = -4

             And if  (x+3) = 0

                           x+3 = 0      

                               x = -3

4. The values of a, b, and e of a quadratic equation written in standard form are -2, 8, and 3, respectively. Another quadratic equation has 2, -8, and -3 as the values of a, b, and c, respectively. Do you agree that the two equations have the same solutions? Justify your answer.

Solution:-

We know that the standard form of quadratic equation is

From question we have two values of a,b and c.

For 1st quadratic equation the value of a,b and c is -2, 8, and 3, respectively.

So, the quadratic equation is

For 2nd quadratic equation the value of a,b and c is 2, -8, and -3, respectively.

So, the quadratic equation is

Now, we have to find the solution of both equations are same or not.

So, the solution of 1st quadratic equation

       -2x²+8x+3 = 0

           2x-8x-3 = 0            (multiplying - with both sides)

Now, this equation convert in the form of 2nd quadratic equation. So we can say that the solution of both quadratic equations will give same results.

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Answer: See explanation

Step-by-step explanation:

g(x)=2x-2

g(x+9)=2(x+9)-2 ==> x+9

(1,2), (4,5)

x=1, x=4: ==> pick the x-coordinates for domain

[1, 4] ==> segment is from 1 to 4 and includes x=1 and x=4

3 chicken wings he buys after spending  $3.00

When you take a single number and multiply it by several, you are multiplying. There are a number of distinct indications of amplification that people utilize. The "x" sign represents the most typical, however, other symbols like the "*" sign are also occasionally used.

Tyshawn spent $23.00 on 23 chicken wings.

Therefore in $1 the chicken wings that can be brought will be
= 23 /23

= 1

As he spent $3.00 on the chicken wings then the quantity that he has brought will be

= $3 * 1

= 3

The number of chicken wings that were brought was 3.

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Greetings from Brasil...

In this type of problem, we will use Set Theory

n(D ∪ S) = n(D) + n(S) - n(D ∩ S)
as n(U) - n(D ∪ S) = 10, then

n(D ∪ S) = 70, so

n(D ∩ S) = 5  (read both)

n(D) - n(D ∩ S) = 40  (read only D)

n(S) - n(D ∩ S) = 25 (read only S)

see attached figure

_________________________________
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Construct potential hypotheses or research questions to relate the variables in each of the following examples -

Political party and support of the affordable care act -

and their ability to express what they think about the Act's purpose.

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