A ball held 2.0 meters above the floor has 59 joules of potential energy. The ball’s mass
the answer3

(a) The expression for the velocity of the car at time 1 is v = a t.

When a car accelerates from rest, its initial velocity is zero. The acceleration of the car at time 1 is given as a. To find the velocity of the car at time 1, we can use the formula v = u + a t, where v is the final velocity, u is the initial velocity (which is zero in this case), a is the acceleration, and t is the time.

Since the car starts from rest, its initial velocity u is zero, so the formula simplifies to v = a t. Substituting the given value of a at time 1, we get the expression for the velocity of the car at time 1 as v = a.

(b) To find the velocity of the car at the end of the 5-second period, we need to integrate the expression for acceleration with respect to time. Since the acceleration is given as a constant, we can simply multiply it by the time interval. Thus, the velocity at the end of the 5-second period is v = a * 5.

(c) To find the distance traveled by the car during the 5-second period, we need to integrate the expression for velocity with respect to time. Since the velocity is constant (as it does not change with time), we can multiply it by the time interval. Therefore, the distance traveled by the car during the 5-second period is given by d = v * 5.

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The type of error that occurs when potential respondents are improperly excluded before the sample is taken is called selection bias

The type of error that occurs when potential respondents are improperly excluded before the sample is taken is called "selection bias". Selection bias occurs when the sample is not representative of the population, leading to an overrepresentation or underrepresentation of certain groups. This can happen when certain individuals or groups are systematically excluded from the sample, either intentionally or unintentionally.

Selection bias can lead to inaccurate conclusions and invalid results, which can undermine the validity and reliability of the study. Therefore, it is essential to use appropriate sampling techniques and ensure that the sample is representative of the population of interest to avoid selection bias.

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Answer:

3 or more days depending on how his day is going

Step-by-step explanation:

:)

Step-by-step explanation:

The Base of the triangle= 3+6=9 units

Altitude of the triangle=6-2=4 units

Hence, Area of a triangle= Base×Altitude ×1/2

Hence, Area of the abc = 9×4×1/2=18 unit^2

The numbers, 8 is a multiple of are 1, 2, 4 & 8.

What is a multiple?

Multiples are values which come in other numbers multiplication table. When two numbers are multiplied together, the result is a multiple, or product. For instance, if we say 4 × 5 = 20, here 20 is a multiple of 4 and 5. The other multiples of 4 can be listed as 4 (4 ×1 = 4), 8 (4 × 2 = 8), 12 (4 × 3 = 12), and so on.

Solution/Explanation:

1*8=8

2*4=8

4*2=8

8*1=8

so there are 4 numbers whose multiple is 8.

Let's take a number 6

Now, we know that 6 comes in numbers 1, 2, 3, 6 multiplication table so 6 is a multiple of 1, 2, 3, 6

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Answer:

Value of x = 5

Step-by-step explanation:

Given:

x + 4 = 3(x - 2)

Find:

Value of x

Computation:

x + 4 = 3(x - 2)

⇒ x + 4 = 3x - 6

⇒ x = 3x -6 - 4

⇒ x - 3x = -10

⇒-2x = - 10

⇒ x = -10 / - 2

Value of x = 5

Answer:

The volume of each juice box is 15 so 15 times 6 equals 90

Step-by-step explanation

To het volume you have to multiply 1,3 and 5 together to get 15 then 15 times 6 equals 90

Answer:

x^158

Step-by-step explanation:

x^12^5 is x^60

x^-2^9 is x^-18

x^60*x^-18 = x^60-18=x^42

x^40^5 is x^200

x^42 *x^y=x^200

200-42 is 158

y=158.

The blank is x^158.

Hope this helps plz hit the crown :D

Answer:

\(x^{158}\)  yes  to the 158  :/  I don't know any thing that would need that big of a number :|

Step-by-step explanation:

Corrected Question

Sue travels by bus or walks when she visits the shops. The probability that she catches the bus to the shops is 0.4. The probability she catches the bus from the shops is 0.7. Show the probability that Sue walks at one way is 0.72

Answer:

\(P(A \cup B) =0.72\) (Proved)

Step-by-step explanation:

Sue travels by bus or walks when she visits the shops.

Let the event that she catches the bus to the shop=A

Let the event that she catches the bus from the shop=B

P(A)=0.4

P(B)=0.7

Both A and B are independent events.

Therefore,Probability that she catches the bus to and from the shop:

P(A∩B) = 0.4 X 0.7= 0.28

Probability Sue walks at least one way \(P(A \cup B) = 1 - P(A \cap B)\)

\(= 1 - 0.28\\= 0.72\)

Hence, the probability that Sue walks at least one way is 0.72.

Answer: 0.65

Step-by-step explanation:

Answer:

\(\frac{13}{20}\)

Explanation:

\(3 \frac{1}{4}\) × \(\frac{2}{5}\) × \(\frac{1}{2}\)

First, you want to remove any coefficient in front of the fraction.

\(3\frac{1}{4} = \frac{13}{4}\)

To change \(3\frac{1}{4}\), first you multiply the coefficient 3 to 4, which equals 12. Then add 12 to 1, which equals 13.

Now multiply:

\(\frac{13}{4}\) × \(\frac{2}{5}\) × \(\frac{1}{2}\)

\(13\) × \(2\) × \(1\) = \(26\)

\(4\) × \(5\) × \(2\) = \(40\)

\(\frac{13}{4}\) × \(\frac{2}{5}\) × \(\frac{1}{2}\) = \(\frac{26}{40}\)

Simplify:

\(\frac{26}{40}\) = \(\frac{13}{20}\)

We can start by creating a table to organize the information:

                  Likes Chocolate (c) Does Not Like Chocolate (~c) Total

Likes Sprinkles (s) 0.25                                                           0.40

Does Not Like Sprinkles (~s)            0.60

Total 0.70                                               0.30                       1.00        

We are given that 40% of friends like sprinkles, so we can fill in that cell of the table. We are also given that 25% of friends who like chocolate also like sprinkles, so we can fill in the cell for likes chocolate and likes sprinkles as 0.25.

To find the proportion of friends who like sprinkles and chocolate, we need to divide the number of friends who like both by the total number of friends who like sprinkles:

proportion = likes chocolate and sprinkles / likes sprinkles

proportion = 0.25 / 0.40

proportion = 0.625

So, approximately 62.5% of friends who like sprinkles also like chocolate.

The probability of drawing the first yellow ball on the eighth draw is 1/2772.

The probability of drawing a yellow ball on the eighth draw is the probability of drawing 7 non-yellow balls followed by a yellow ball.

The probability of drawing a non-yellow ball on the first draw is 7/12 since there are 7 non-yellow balls out of a total of 12 balls in the bag. After the first non-yellow ball is drawn, there will be 6 non-yellow balls left out of a total of 11 balls. So the probability of drawing a non-yellow ball on the second draw is 6/11. Continuing in this manner, the probability of drawing 7 non-yellow balls in a row is

(7/12) × (6/11) × (5/10) × (4/9) × (3/8) × (2/7) × (1/6)

Now, there are 5 yellow balls left out of a total of 5 + 7 + 3 = 15 balls. So the probability of drawing a yellow ball on the eighth draw is 5/15.

Therefore, the probability of drawing the first yellow ball on the eighth draw is

(7/12) × (6/11) × (5/10) × (4/9) × (3/8) × (2/7) × (1/6) × (5/15)

Simplifying this expression, we get

(7 × 6 × 5 × 4 × 3 × 2 × 1 × 5) / (12 × 11 × 10 × 9 × 8 × 7 × 6 × 15)

which simplifies to:

1/2772

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The given question is incomplete, the complete question is:

A bag contains 3 red balls, 4 green balls, and 5 yellow balls. If balls are drawn one at a time without replacement, what is the probability that the first yellow ball is drawn on the eighth draw?

Step-by-step explanation:

If longest is x then shortest is x/2 and other side is 14.5-1.5x

6.2÷2=3.1 which is shortest side. 3.1+6.2=9.3, 14.5-9.3 is 5.2

Answer:

1. diameter/2 2. area divided by pi and then the square root of the radius 3. circumference divided by pi and then divided by 2

Step-by-step explanation:

just reverse the equations for area and circumference.

Answer:

divide the diameter by 2

Answer: H = 4 K = 32

Step-by-step explanation:

Well, H = 4 and K = 32

32 x 4 = 128

32 + 4 = 36

32 - 4 = 28

I am glad to help! Keep working hard!

The opportunity cost of spending $90,000 on advertising but only producing 12,000 units can be calculated by comparing the benefits of the advertising investment to the potential alternative uses of that money.

First, let's calculate the total cost of producing 12,000 units. Fixed costs amount to $48,000, and variable costs are $8 per unit, resulting in a total cost of $48,000 + ($8 × 12,000) = $144,000.

Next, we need to calculate the potential sales revenue without advertising. With a price of $16 per unit, the potential sales revenue would be $16 × 12,000 = $192,000.

Now, let's calculate the potential sales revenue after advertising. The advertising multiplier is given as (30,000 + advertising) / 30,000. In this case, the multiplier would be (30,000 + 90,000) / 30,000 = 4.

Therefore, the potential sales revenue after advertising would be $192,000 × 4 = $768,000.

The opportunity cost is the difference between the potential sales revenue after advertising ($768,000) and the potential sales revenue without advertising ($192,000), which is $768,000 - $192,000 = $576,000.

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Answer:

x = 9

m<H = 38 degrees

Step-by-step explanation:

Answer: 9

Step-by-step explanation: sub in 9 for x in 5x-7. we get 38. add 38 and 89 and then subtract that sum from 180, which is 53. now add 53 to 14x+1 and make it equal to 180. To solve for x, subtract 54 from both sides, which gives us 14x=126. Divide both sides by 14 and we get x =9. Now that we know that 9 works for x in both equations, the answer is 9.

Construct a 95% confidence interval for the expected difference in average test scores between the small class (Classroom A) and the regular class (Classroom B),

a. You can follow these steps:
1. Refer to column (4) of Table 13.2 and find the results for the regressors.
2. Calculate the standard error of the difference in average test scores using the formula:
  SE(difference) = sqrt[SE(Classroom A)^2 + SE(Classroom B)^2]
  where SE(Classroom A) and SE(Classroom B) are the standard errors for each class.
3. Calculate the margin of error (ME) by multiplying the critical value (z*) corresponding to a 95% confidence level by the standard error (SE).
4. Finally, construct the confidence interval by subtracting the margin of error from the difference in average test scores and adding it to the difference in average test scores.

b. To construct a 95% confidence interval for the expected difference in average test scores between the small class with a teacher with 5 years of experience (Classroom A) and the regular class with a teacher with 10 years of experience (Classroom B), you can follow similar steps as in part a. However, this time you need to account for the difference in teacher experience as a regressor.

c. To construct a 95% confidence interval for the expected difference in average test scores between the small class with a teacher with 5 years of experience (Classroom A) and the regular class with a teacher with 10 years of experience (Classroom B), you can follow similar steps as in part a. However, this time you need to consider both the class type and teacher experience as regressors.

d. The intercept is missing from column (4) because it represents the expected average test score when all the regressor variables are equal to zero. In this case, the intercept is not relevant to the question being asked, so it is not included in the table.

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Answer:

Step-by-step explanation: The 3+5 is added first and that answer is multiplied by 5+1

Answer:

hiryyyyyyyrhrbdnnrnrnrnrnrjjr

Answer:

21600

Step-by-step explanation:

O carro percorre 60 milhas a cada um minuto, ou seja, a cada 3600 segundos, sendo 60 multiplo de 360 (6X60), o resultado será a multiplicação do tempo, em segundos, por 6: 3600X6 = 21600.

Answer: 1/3-5(n)

Step-by-step explanation:

Let \(\(a\)\) and \(\(b\)\) be integers such that \(\(ab = 4\)\). We want to prove that \(\((a - b)^3 - 9(a - b) = 0\).\)

Starting with the left side of the equation, we have:

\(\((a - b)^3 - 9(a - b)\)\)

Using the identity \(\((x - y)^3 = x^3 - 3x^2y + 3xy^2 - y^3\)\), we can expand the cube of the binomial \((a - b)\):

\(\(a^3 - 3a^2b + 3ab^2 - b^3 - 9(a - b)\)\)

Rearranging the terms, we have:

\(\(a^3 - b^3 - 3a^2b + 3ab^2 - 9a + 9b\)\)

Since \(\(ab = 4\)\), we can substitute \(\(4\)\) for \(\(ab\)\) in the equation:

\(\(a^3 - b^3 - 3a^2(4) + 3a(4^2) - 9a + 9b\)\)

Simplifying further, we get:

\(\(a^3 - b^3 - 12a^2 + 48a - 9a + 9b\)\)

Now, notice that \(\(a^3 - b^3\)\) can be factored as \(\((a - b)(a^2 + ab + b^2)\):\)

\(\((a - b)(a^2 + ab + b^2) - 12a^2 + 48a - 9a + 9b\)\)

Since \(\(ab = 4\)\), we can substitute \(\(4\)\) for \(\(ab\)\) in the equation:

\(\((a - b)(a^2 + 4 + b^2) - 12a^2 + 48a - 9a + 9b\)\)

Simplifying further, we get:

\(\((a - b)(a^2 + 4 + b^2) - 12a^2 + 39a + 9b\)\)

Now, we can observe that \(\(a^2 + 4 + b^2\)\) is always greater than or equal to \(\(0\)\) since it involves the sum of squares, which is non-negative.

Therefore, \(\((a - b)(a^2 + 4 + b^2) - 12a^2 + 39a + 9b\)\) will be equal to \(\(0\)\) if and only if \(\(a - b = 0\)\) since the expression \(\((a - b)(a^2 + 4 + b^2)\)\) will be equal to \(\(0\)\) only when \(\(a - b = 0\).\)

Hence, we have proved that if \(\(ab = 4\)\), then \(\((a - b)^3 - 9(a - b) = 0\).\)

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Answer:

Step-by-step explanation:

The range is the difference between the highest and lowest values in a set of numbers. To find it, subtract the lowest number in the distribution from the highest.

Candace is flipping the coin 5 times.

The probability of an event occurring is defined by probability. There are many instances in real life where we may need to make predictions about how something will turn out.

The theoretical probability of flipping tails on any single flip of a fair coin is 1/2, since there are two equally likely outcomes (heads or tails) on each flip.

If Candace is flipping the coin a certain number of times and the theoretical probability of flipping tails on all flips is 1/32, we can set up the equation:

\((1/2)^n\) = 1/32

where n is the number of times Candace is flipping the coin.

We can simplify this equation by taking the logarithm of both sides:

\(log((1/2)^n) = log(1/32)\)

Using the property of logarithms that \(log(a^b) = b*log(a)\), we can rewrite the left-hand side as:

n*log(1/2) = log(1/32)

We can simplify the logarithms using the fact that log(1/a) = -log(a), so:

n*(-log(2)) = -log(32)

Dividing both sides by -log(2), we get:

n = -log(32) / log(2)

Using a calculator, we find:

n ≈ 5

Therefore, Candace is flipping the coin 5 times.

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\(\longrightarrow{\green{c. \: {x}^{2} + 3x - 18 }}\) 

\(\large\mathfrak{{\pmb{\underline{\red{Step-by-step\:explanation}}{\red{:}}}}}\)

\((x - 3)(x + 6)\)

➼ \( \: x(x + 6) - 3(x + 6)\)

➼ \( \: {x}^{2} + 6x - 3x - 18\)

➼ \( \: {x}^{2} +3x - 18\)

\(\bold{ \green{ \star{ \orange{Mystique35}}}}⋆\)

The surface area of the figure is the amount of area covered by the figure.

The figure is not given, so I will give a general solution.

The method followed by Brad to calculate the surface area of the prism is correct.

However, whether Brad correctly calculates the areas of the rectangular prism and the triangular prism cannot be determined.

So, the conclusion is that:

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\( \frac{ {x}^{2} + 2x - 8 }{ {x}^{2} - 3x - 10 } \)

let the denominator x² - 3x - 10 is f(x),

• Setting this factor equal to 0,

→ x² - 3x - 10 = 0

• By using Middle term splitting method,

→ x² - 5x + 2x - 10 = 0

→ (x² - 5x) + (2x - 10) = 0

• Taking common,

→ x( x - 5 ) + 2( x - 5 ) = 0

→ ( x - 5 ) ( x + 2 ) = 0

• Again, setting these factors equal to 0,

( x - 5 ) = 0 and ( x + 2 ) = 0

→ x = 5 → x = -2

Hence, the values that would make the fraction undefined is x = 5,-2...

The values x = 5 and x = -2 would make the fraction undefined since they would result in a zero denominator.

To find the values that would make the fraction undefined, we need to identify any values of x that would make the denominator equal to zero.

The denominator of the fraction is (\(x^2 - 3x - 10\)). We need to solve the equation:

\(x^2 - 3x - 10 = 0\)

To factorize the quadratic equation, we look for two numbers that multiply to -10 and add up to -3. These numbers are -5 and 2:

(x - 5)(x + 2) = 0

Now, we can set each factor equal to zero and solve for x:

x - 5 = 0 => x = 5

x + 2 = 0 => x = -2

Therefore, the values x = 5 and x = -2 would make the fraction undefined since they would result in a zero denominator.

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