Ann is driving down a street at 47k(m)/(h). Suddenly a child runs into the street. If it takes Ann 0.80 seconds to react and apply the brakes. If she slows down at a rate of 1.3(m)/(s^(2)), how long will it take her to stop?

Answer:Rx + Py = RP.

Step-by-step explanation: The x-intercept of the line is (-P, 0), which means that the line passes through the point (-P, 0). Similarly, the y-intercept of the line is (0, -R), which means that the line passes through the point (0, -R).

We can use these two points to find the slope of the line using the slope formula:

slope = (change in y) / (change in x) = (-R - 0) / (0 - (-P)) = -R / P

Now that we have the slope of the line, we can use the point-slope formula to find the equation of the line:

y - y1 = m(x - x1)

where m is the slope of the line, and (x1, y1) is one of the points that the line passes through. Let's use the point (-P, 0):

y - 0 = (-R / P)(x - (-P))

Simplifying this equation, we get:

y = (-R / P)x + R

To write this equation in standard form, we need to move all the variables to one side of the equation:

(R / P)x + y = R

Multiplying both sides by P, we get:

Rx + Py = RP

Therefore, the equation of the line in standard form is Rx + Py = RP.

The inequality that represents the statement on the number of marbles that the students have is 5x < 45.

The five students have x marbles each. This means that they each have the same amount of marbles and to find the total sum, you need to multiple this number by 5:
= 5x

This total is less than 45 however so the inequality will be:

(5 × x ) < 45

5x < 45

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5 1/2

please see the attached picture for full solution..

hope it helps..

Good luck on your assignment

Answer:

\(5 \frac{1}{2}\)

Step-by-step explanation:

=> \(2\frac{3}{14} + 3\frac{4}{14}\)

=> \(\frac{31}{14} + \frac{46}{14}\)

=> \(\frac{31+46}{14}\)

=> \(\frac{77}{14}\)

=> \(5\frac{7}{14}\)

=> \(5 \frac{1}{2}\)

Answer:

8.

Jules' Rules:  3/1

Pink Socks: 4/1

Go Girls: 4/1

High-5s: 9/1

9.  High-5s ( best record ) for every 9 games that they played, the team only lost 1 game                            

Step-by-step explanation:

Answer:

see the table below

Step-by-step explanation:

s b

1 18

3 23

5 27

7 31

Answer:

JM Barrie

Step-by-step explanation:

Answer:

JM Barrie

Step-by-step explanation:

"It is about Tinker Bell, a fairy character created by J. M. Barrie in his 1904 play" - Wikipedia

The auxiliary equation for the given higher-order differential equation is r^4 - r^3 + r^2 = 0. To find the roots, we can factor out an r^2 and get r^2(r^2 - r + 1) = 0. Therefore, the roots of the auxiliary equation are r = 0 and r = (1±i√3)/2.

To solve a higher-order differential equation, we must combine the complementary solution (obtained by guessing a function that satisfies the differential equation) and the specific solution (obtained by guessing a function that satisfies the differential equation). Because the differential equation only contains derivatives up to the fourth order in this example, the general solution will contain four arbitrary constants that can be selected by the starting or boundary conditions.

In summary, the roots of the auxiliary equation for the given higher-order differential equation are 0 and (1±i√3)/2. The generic solution of the differential equation will include four arbitrary constants that can be determined by the initial or boundary conditions presented.

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9514 1404 393

Answer:

  17%

Step-by-step explanation:

The fraction is turned into a percentage by multiplying by 100%.

  blue/total = 55/325 × 100% ≈ 16.92%

About 17% of the tablecloths are blue.

The portion of the graph traced by the particle is a quarter of a circle with radius 4 centered at the origin, and the direction of motion is counterclockwise.

Hence, the correct option is A.

A. The portion of the graph traced by the particle is a quarter of a circle with radius 4 centered at the origin. The direction of motion is counterclockwise.

B. The equation x² + y² = 16 represents a circle with radius 4 centered at the origin. However, it does not match the given parametric equations.

C. The equation x² + y² = 16 represents a circle with radius 4 centered at the origin. However, it does not match the given parametric equations.

D. The equation x² + y² = 16 represents a circle with radius 4 centered at the origin. However, it does not match the given parametric equations.

Therefore, the correct answer is A.

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-- The given question is incomplete, the complete question is

"Parametric equations and a parametric interval for the motion of a particle in the xy - plane are given. Identify the particle's path by finding a cartesian equation for it. Graph the cartesian equation indicate the portion of the graph traced by the particle and the direction of motion

x = 4cost, y = 4sint, π ≤ t ≤ 2π"--

Given:

The point is (8,5).

To find:

A point on the y-axis such that its distance from the point (8,5) is 10 units.

Solution:

Let the required point on the y-axis be (0,k).

Distance formula:

\(d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}\)

The distance between (8,5) and (0,k) is 10 units. Using distance formula, we get

\(10=\sqrt{(0-8)^2+(k-5)^2}\)

Taking square on both sides.

\(100=64+(k-5)^2\)

\(100-64=(k-5)^2\)

\(36=(k-5)^2\)

Taking square root on both sides.

\(\pm \sqrt{36}=k-5\)

\(\pm 6=k-5\)

Now,

\(6=k-5\) and \(-6=k-5\)

\(6+5=k\) and \(-6+5=k\)

\(11=k\) and \(-1=k\)

Therefore, the required point is either (0,11) or (0,-1).

Part A: the length of each side of the square is 2x - 3.

Part B: the dimensions of the rectangle are (4x + 3y) and (4x - 3y). The length can be either 4x + 3y or 4x - 3y, and the width will be the other one.

What is rectangle?

A rectangle is a geometric shape that has four sides and four right angles (90 degrees) with opposite sides being parallel and equal in length.

Part A:

The area of a square is given by the formula A = s², where s is the length of a side of the square. Therefore, we can determine the length of each side of the square by factoring the area expression as follows:

A = 4x² - 12x + 9

A = (2x - 3)²

Therefore, the length of each side of the square is 2x - 3.

Part B:

The area of a rectangle is given by the formula A = lw, where l is the length of the rectangle and w is the width. Therefore, we can determine the dimensions of the rectangle by factoring the area expression as follows:

A = 16x² - 9y²

A = (4x + 3y)(4x - 3y)

Therefore, the dimensions of the rectangle are (4x + 3y) and (4x - 3y). The length can be either 4x + 3y or 4x - 3y, and the width will be the other one.

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Answer:

Step-by-step explanation:

15*2=30

30/2=10

10 pizzas will evenly divide between 15 ppl and give each 2 slices with no extras.

Total number of pizzas will they order will be 10.

What are mathematics operations?

A mathematical operation is a function that converts a set of zero or more input values (also called "b" or "arguments") into a defined output value. The number of operands determines the operation's arity. Most commonly studied operations are binary operations (i.e., operations of arity 2), such as addition and multiplication, and unary operations (i.e., operations of arity 1), such as additive and multiplicative inverses.

• Zero-arity operations, or nullary operations, are constants, and mixed products are arity three operations, or ternary operations.

Here, it is given that :

A group of 15 people are ordering pizza each person wants 2 slices and each pizza has 3 slices.

Now, 15 person will eat = 15 x 2 = 30 slices of pizza

To Find the number of pizza divide total slice of pizza people wanted with slice per pizza :

number of pizza = 30/3 = 10 pizza.

Therefore, total number of pizzas will they order will be 10.

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The equation that represents the statement is y = 10 - x

The statement is given as:

x-coordinate plus the y-coordinate always equals 10

Rewrite as:

x-coordinate + the y-coordinate = 10

Further, rewrite as:

x + y = 10

Make y the subject

y = 10 - x

Hence, the equation is y = 10 - x

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Answer:

7mph and he stayed the same

Step-by-step explanation:

Larry's average speed from hour 2 to hour 4 and from hour 4 to hour 7 is the same, 7 mi/hr, he maintained a constant speed throughout this period.

Given that Larry recorded his time as he ran

Time elapsed(hr)         Distance run(mi)

     2                                       13.5

     4                                       27.5

     7                                       48.5

We need to calculate his average speed,

To calculate Larry's average speed, we need to divide the total distance he ran by the time elapsed.

Let's calculate his average speed from hour 2 to hour 4 and from hour 4 to hour 7:

Average speed from hour 2 to hour 4:

Distance covered = 27.5 mi - 13.5 mi = 14 mi

Time elapsed = 4 hr - 2 hr = 2 hr

Average speed = Distance covered / Time elapsed = 14 mi / 2 hr = 7 mi/hr

Therefore, Larry's average speed from hour 2 to hour 4 was 7 miles per hour.

Average speed from hour 4 to hour 7:

Distance covered = 48.5 mi - 27.5 mi = 21 mi

Time elapsed = 7 hr - 4 hr = 3 hr

Average speed = Distance covered / Time elapsed = 21 mi / 3 hr = 7 mi/hr

Therefore, Larry's average speed from hour 4 to hour 7 was also 7 miles per hour.

Since Larry's average speed from hour 2 to hour 4 and from hour 4 to hour 7 is the same (7 mi/hr), he maintained a constant speed throughout this period. He neither sped up nor slowed down.

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Complete question =

Larry recorded his time as he ran. What was his average speed from hour 2 to hour 4?

What was his average speed from hour 4 to hour 7?

Did he speed up or slow down?

time elapsed(hr)         distance run(mi)

2                                       13.5

4                                       27.5

7                                       48.5

Answer:

the answer is 1 OK OK OK OK OK

The degrees of freedom (df) for the within-groups scenario is 27.

In the F-test, which is used to compare variances between groups, the degrees of freedom consist of two components: the numerator df and the denominator df. The numerator df corresponds to the number of groups being compared, while the denominator df represents the total number of observations minus the number of groups.

In the given scenario, F(2,27) = 8.80 indicates that the F-test is comparing variances between two groups. The numerator df is 2, representing the number of groups being compared.

To determine the within-groups df, we need to calculate the denominator df. The denominator df is calculated as the total number of observations minus the number of groups. Since the denominator df is given as 27, it implies that the total number of observations is 27 + 2 = 29, considering the two groups being compared.

Therefore, the within-groups df is 27, as it represents the total number of observations minus the number of groups in the F-test.

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The value of c so that cx-d=2x+4 has No Solution is c=2.

In the given question ,

we have

cx-d=2x+4       ....(i)

Given that d = 2 ,

We substitute the value of d=2 in equation (i)

On substituting we get

cx-2=2x+4

Simplifying further we get

cx=2x+4+2

cx=2x+6

cx-2x=6

x(c-2)=6

x=6/(c-2)

For x to have NO SOLUTION the denominator should be 0.

because when denominator becomes 0 the value becomes not defined , hence will have no solution.

Substituting the denominator = 0

we get c-2=0

c=2.

Therefore , the value of c so that cx-d=2x+4 has No Solution is c=2.

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Robert, Juan, Susan, and Linda scored above the mean, Joel scored on the mean, and Jan scored below the mean on the advanced first aid course's final exam based on their z-score. Their final exam scores were 172, 184, 190, 150, 166, and 182, respectively.

The students with positive z-scores scored above the mean. So, Robert, Juan, Susan, and Linda scored above the mean. The student with a z-score of 0.00 scored on the mean. So, Joel scored on the mean. The student with a negative z-score scored below the mean. So, Jan scored below the mean.

To find the final exam score for each student, we can use the formula:

z = (x - m) / s

where z is the z-score, x is the final exam score, m is the mean score, and s is the standard deviation.

Rearranging the formula, we get:

x = z * s + m

Using the given values of z, s, and m, we can find the final exam score for each student:

Robert: x = 1.10 * 20 + 150 = 172

Juan: x = 1.70 * 20 + 150 = 184

Susan: x = 2.00 * 20 + 150 = 190

Joel: x = 0.00 * 20 + 150 = 150

Jan: x = 0.80 * 20 + 150 = 166

Linda: x = 1.60 * 20 + 150 = 182

So, the final exam scores for Robert, Juan, Susan, Joel, Jan, and Linda are 172, 184, 190, 150, 166, and 182, respectively.

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The proposed solution y = xr leads to r = -2 for the given differential equation.

By substituting the proposed solution y = xr into the differential equation \(x^2y'' + 5xy' + 4y = 0\), we can find the value of r that satisfies the equation.

First, we differentiate y = xr twice to find the first and second derivatives.

\(y' = rx^(r-1)\)and \(y'' = r(r-1)x^(^r^-^2^).\)

Substituting these derivatives into the differential equation, we have:

\(x^2(r(r-1)x^(^r^-^2^)) + 5x(rx^(^r^-^1^)) + 4xr = 0\).

Simplifying the equation, we get:

\(r(r-1)x^r + 5rx^r + 4xr = 0\).

Factoring out the common term \(x^r\), we have:

\(x^r(r(r-1) + 5r + 4) = 0\).

For this equation to hold true for all x, the coefficient in front of \(x^r\) must be zero. Thus, we have:

r(r-1) + 5r + 4 = 0.

Simplifying the equation further, we get:

\(r^2 - r + 5r + 4 = 0,r^2 + 4r + 4 = 0,(r + 2)^2 = 0\).

From this equation, we find that r = -2. Therefore, the proposed solution y = xr leads to r = -2 as the solution for the given differential equation.

The proposed solution method for solving differential equations is based on the assumption that the solution can be expressed in a specific form. In this case, the proposed solution y = xr assumes that the solution is a power function of x. By substituting this solution and its derivatives into the differential equation, we can determine the value of r that satisfies the equation.

The process involves substituting the proposed solution and its derivatives into the differential equation, simplifying the equation, and identifying the condition under which the equation holds true. In this case, after simplifying the equation, we obtain a quadratic equation in terms of r. Solving this quadratic equation leads to the value r = -2, which satisfies the original differential equation.

The proposed solution method is a powerful technique used in solving linear homogeneous differential equations, where the equation can be expressed as a linear combination of the derivatives of the dependent variable with respect to the independent variable. By substituting the proposed solution, we can determine the values of the constants or exponents that satisfy the equation and find the general solution.

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Answer:

x = -3

Step-by-step explanation:

4(2 - 4x) - 3x = 65

Distribute the 4.

8 - 16x - 3x = 65

Combine like terms.

8 - 19x = 65

-19x = 57

Divide by -19 to isolate x.

x = 57/-19

x = -3

Check.

4(2 - 4(-3)) - 3(-3) = 65

4(2 - (-12) + 9 = 65

4(14) + 9 = 65

56 + 9 = 65

65 = 65

The solution of the given linear equation 4(2 - 4x) - 3x = 65 is  -3.

Two algebraic expressions separated by an equal symbol in between them and with the same value of the expression are called equations.

Example = 2x +4 = 12

here, 4 and 12 are constants and x is variable.

The solution of the equation 4(2 - 4x) - 3x = 65 is calculated as:

4(2 - 4x) - 3x = 65

Multiply the expressions inside the brackets,

8 - 16x -3x = 65

8 - 19x = 65

Subtract 8 from both the sides,

-19x = 65- 8

-19x = 53

Divide both side by -19

\(x = \dfrac{-53}{19}\)

Thus, the value of x is -3.

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In the given polygon, the sides of AVWX in order from longest to shortest is XV, WX, VW (option c)

To determine the order of sides from longest to shortest, we need to use the fact that the longest side is opposite the largest angle, and the shortest side is opposite the smallest angle. Therefore, we need to determine which sides are opposite the largest and smallest angles.

We are given that m/V = 96°, which means that angle V is the largest angle in the quadrilateral. Therefore, side XV is opposite the largest angle and is the longest side.

Similarly, we are given that m/W = 39°, which means that angle W is the smallest angle in the quadrilateral. Therefore, side WX is opposite the smallest angle and is the shortest side.

Now we need to determine the order of the remaining sides, which are AV and VW. To do this, we need to use the fact that the sum of the measures of angles in a quadrilateral is always 360°. Therefore, we can find the measure of angle A by subtracting the sum of the other three angles from 360°.

m/A = 360° - (m/V + m/W + m/X) = 360° - (96° + 39° + m/X)

We don't know the measure of angle X, but we know that it must be between 0° and 180° since it is an interior angle of a quadrilateral. Therefore, we can set up an inequality to find the maximum and minimum values of angle A.

0° < m/X < 180°

96° + 39° < 360° - m/A < 96° + 39° + 180°

135° < 360° - m/A < 315°

225° < m/A < 45°

Since angle A is between 225° and 45°, we know that side AV is longer than side VW. Therefore, the order of sides from longest to shortest is:

XV, WX, AV, VW

Hence the correct Answer is C. XV, WX, VW

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multiply it. (x+3)(x) which equals x²+3

Answer:

y=5x-8

Step-by-step explanation:

Slope=m=(7-3)/(3-2)

y=5x+b=>2=5*2+c=>c=-8

So y=5x-8

\(\text{Given that,}\\\\(x_1,y_1) = (2,2), ~ \text{and}~ (x_2,y_2) = (3,7)\\\\\text{Slope, m =} \dfrac{y_2-y_1}{x_2-x_1} = \dfrac{7-2}{3-2} = \dfrac 51 = 5\\\\\text{Equation with given points,}\\\\y-y_1 = m(x-x_1)\\\\\implies y-2= 5(x-2)\\\\\implies y -2 = 5x-10\\\\\implies y = 5x -10 +2\\\\\implies y = 5x -8\\\\\\\text{It is now in a form of y = mx +c}\)

Answer:what

Step-by-step explanation:what does this mean

Answer:

the y intercept is 5 because the line passes through 5 on the y axis. Now to find the slope, pick two points where the line hits directly on the corner of the grid squares. pIck 2 of those and count the squares up till you are lined up with your other point then count over and get another number. Put the number going up over the number going down like x/y and you'll have your answer. ( simplify it if you can.(-2,3) and (0,5) are a good place to start. The answer should be 2/3. Hope this helped and God bless!

The Laplace transform of the given function is,

L{f(t)} = (8/s) - 4e^{-3s/2}/s - 6e^{-2s}/s

Given function is f(t) = {8 12 1 Jo, 0 ≤ t < 3/2, 3/2 ≤ t < 2, 2 ≤ t < ∞ respectively.

We have to find Laplace transform of the given function.

For first interval 0 ≤ t < 3/2,

f(t) = 8u(t) - 8u(t-3/2)

For second interval 3/2 ≤ t < 2,

f(t) = 12u(t-3/2) - 12u(t-2)

For third interval 2 ≤ t < ∞,

f(t) = Jo(u(t-2))

Hence, we can write the Laplace transform of the given function as,

L{f(t)} = L{8u(t) - 8u(t-3/2)} + L{12u(t-3/2) - 12u(t-2)} + L{Jo(u(t-2))}

Where, L is Laplace transform.

Let's calculate each Laplace transform stepwise,

1. L{8u(t) - 8u(t-3/2)}L{8u(t)} = 8/L{u(t)}L{u(t)}

= 1/sL{u(t-3/2)}

= e^{-3s/2}/s

Therefore,

L{8u(t) - 8u(t-3/2)} = 8[1/s - e^{-3s/2}/s]

2. L{12u(t-3/2) - 12u(t-2)}L{12u(t-3/2)}

= 12e^{-3s/2}/sL{12u(t-2)}

= 12e^{-2s}/s

Therefore,

L{12u(t-3/2) - 12u(t-2)} = 12[e^{-3s/2}/s - e^{-2s}/s]

3. L{Jo(u(t-2))}L{Jo(u(t-2))} = ∫_{0}^{∞}δ(t-2)e^{-st}dtL{Jo(u(t-2))}

= e^{-2s}

Hence, the Laplace transform of the given function is,

L{f(t)} = 8[1/s - e^{-3s/2}/s] + 12[e^{-3s/2}/s - e^{-2s}/s] + e^{-2s}

= (8/s) - 4e^{-3s/2}/s - 6e^{-2s}/s

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Mrs. smith told her students that anyone who scores over 90% on the test will get an extra 30 minutes of recess: Among the group contingency this is an independent group,

A particular kind of contingency known as a group contingency (GC) takes use of peer influence by using group reinforcement.

The instructor may use a group contingency to praise an entire class or a smaller subset of pupils for finishing assignments, exhibiting good classroom behavior, or engaging in other desired behavior. Multiple kids' problematic behaviors can be addressed at once using group contingencies.

Dependent, independent, and interdependent group contingencies are the three different types.

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The complete question is as follows:

Mrs. Smith implemented a procedure where she exclaimed that if any student scored over 90% on the test, they would get an extra 30 minutes of recess. Which group contingency is this?

a. Token economy

b. Dependent group contingency

c. Interdependent group contingency

d. Independent group

Answer:

Step-by-step explanation:

That exterior angle of 111 is equal to the sum of the triangle's remote interior angles. We add the 37 + 35 to get a total angle measure of 72. That means that the base angle on the right is 111 - 72 = 39. That 39 degree angle is vertical to x; that means that x = 39 as well.

Answer:

39deg

Step-by-step explanation:

a. A graph of the functions f(x) and g(x) is shown in the image attached below.

b. A function that could be described as exponential is f(x).

c. The value of x for which the function values are equal is -2.678.

In Mathematics and Geometry, an exponential function can be modeled by using this mathematical equation:

\(f(x)=a(b)^x\)

Where:

In this scenario, we would use an online graphing calculator to plot the given exponential function as shown in the graph attached below.

Part b.

By critically observing the graph of the functions f(x) and g(x), we can logically deduce that only f(x) represent an exponential function.

Part c.

For the value of x for which the function values are equal, we have:

\(0.3333x + 7 = 1.1487e^{-0.624x}\\\\7 = 1.1487e^{-0.624x}-0.3333x\)

x = -2.678.

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Answer:

3 OR 8  hope this helps!

Step-by-step explanation: