f(x)=x2. What is g(x)?

Answer:

2714.3 or 864 pi

Step-by-step explanation:

formula p= 100 I/RT

100×1050÷7.5×4

105000÷30

p= sh 3500

Answer:

Value of F(x) when x = -5 is 20

Step-by-step explanation:

Given equation;

f(x) = x² + 2x + 5

f(x) = f(-5)

Find:

Value of F(x) when x = -5

Computation:

Given function;

f(x) = x² + 2x + 5

By putting value of x in given function

f(-5) = (-5)² + 2(-5) + 5

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

f(-5) = (25) - 10 + 5

f(-5) = (25) - 5

f(-5) = 20

Value of F(x) when x = -5 is 20

The equation defines function f is f(x) = - 1/4 x + 2.

To find the equation of function f, we need to eliminate the constant term of 14 in the equation y = f(x) + 14.

One way to do this is to subtract 14 from both sides of the equation:

y - 14 = f(x)

Now we can compare this with the given options for f(x):

A. f(x) = - 1/4 * x - 12

B. f(x) = - 1/4 * x + 16

C. f(x) = - 1/4 * x + 2

D. f(x) = - 1/4 * x - 14

We see that option C matches our equation: y - 14 = f(x) = - 1/4 x + 2. Therefore, the answer is:

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Therefore, in about 15 years and 2 months, the senior class will have about 100 students.

An equation is a statement that expresses the equality of two mathematical expressions using mathematical symbols such as variables, numbers, and mathematical operations. The equality is represented by an equal sign "=" between the two expressions. Equations are used to represent mathematical relationships and solve problems in various fields such as physics, chemistry, engineering, and economics.

Given by the question.

Let P be the initial population of the senior class in the high school, and r be the rate of decrease in population per year (in decimal form).

Then, we can write the following equation to represent the situation:

P\((1-r)^{n}\) = 100

We know that the current population of the senior class is 320, so we can substitute these values into the equation:

320\((1-0.07)^{n}\) = 100

Simplifying the equation, we get:

\(0.93^{n}\) = 0.3125

Taking the natural logarithm of both sides, we get:

n ln (0.93) = ln (0.3125)

Dividing both sides by ln (0.93), we get:

n = ln (0.3125) / ln (0.93)

Using a calculator, we find that n is approximately equal to 15.21 years.

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Answer:

D. Each segment of the electorate provides significant support to Mr Quintana

Step-by-step explanation:

From the question, we have the following logic statement;

If those segment that provide significant support to Ms Puerto also provide support to Mr. Quintana then no segment of the electorate that provides significant support to Mr. Quintana provides significant support to Mr. Ramirez

Counter to the If Then Logic structure

At least one segment of the lectorate provides significant support to Mr. Quintana and Mr. Ramirez

Therefore, there is at least one segment that provides support to Mr. Quintana but not to Ms. Puerta

The segments that provide support to Ms. Puerta do not provide support to Mr. Ramirez

Mr. Quintana's support includes those from the supporters of Ms. Puerta and those from the supporters of Mr. Ramirez

Therefore, each segment of the electorate provide significant support to Mr. Quintana.

The numeric values and limits for the function are given as follows:

For Graph 1, we have that the function has no breaking points, hence both the numeric value and the limit at x = -3 are of -4.

For Graph 2, the function has an open circle at x = -3, meaning that the function is not defined for x = -3, that is, f(-3) = DNE. To the left and to the right of x = -3, y -> 4, hence the limit is of 4.

Graph 3 is similar to graph 2, with the lone difference being the closed circle at y = 1 representing the numeric value, hence:

f(-3) = 1, lim x -> -3 f(x) = 4.

For graphs 4 and 5, the function approaches x = -3 by different values from left and right, meaning that the limit does not exist in any of the cases. The numeric values are represented by the closed circle.

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Solution

For this case we have the following measures

L3= 114.6º

L4= 64.4º

Then by alternate angles we have this L3= L1 and L4= L2 so we have this:

L1= 114.6º

L2= 64.4º

Answer:

The slope intercept form is the equation of a straight line that is written as y=mx + b, where m is the slope times the x and b is the point where the line crosses the vertical line y-axis.

Step-by-step explanation:

To find out how far a car will travel (in feet) before a driver reacts to an obstacle, given that the car is moving at 34 miles per hour in a residential neighborhood, we need to convert the speed of the car from miles per hour to feet per second. This can be done using the conversion factor that 1 mile per hour is equal to 1.46667 feet per second. Therefore, 34 miles per hour is equal to 34 x 1.46667 = 49.86678 feet per second.

We know that the average reaction time of the driver is 1.2 seconds, and we can use the following formula to calculate the distance traveled by the car before the driver reacts to the obstacle:

d = v x t

where d is the distance, v is the velocity, and t is the time taken. Using the formula above, we can calculate the distance traveled by the car before the driver reacts to the obstacle as:

d = 49.86678 x 1.2 = 59.84014 feet

Therefore, the car will travel 59.84014 feet before a driver reacts to an obstacle.

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The area οf the square piece οf gοld is 9 square millimeters.

Area is a measure οf the amοunt οf twο-dimensiοnal space enclοsed by a shape οr surface. It is typically measured in square units such as square meters, square feet, οr square centimeters

The area οf a square is given by the fοrmula A = side x side. In this case, the side length is 3 millimeters, sο we can substitute this value intο the fοrmula tο find the area:

A = 3 mm x 3 mm

A = 9 mm²

Therefοre, the area οf the square piece οf gοld is 9 square millimetres.

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The general solution of the given homogeneous differential equation is:y = ±x√(Cx² + 2)

The given differential equation is: 2xyy' + (x² - y²) = 0

We have to find the general solution of the given homogeneous differential equation. To solve the above differential equation, we will use the substitution method.

Put y = vx and y' = v + xv'

Differentiating both sides w.r.t x: y' = v + xv' ⇒ v' = (y' - v)/x

Differentiating again w.r.t x: y'' = v' + xv'' + v' ⇒ y'' = (y'' - 2y'v + v² + xv')/x

Substituting these values in the given differential equation:

2x(v)(v + xv') + (x² - v²x²) = 0

2v + 2x²v' + x - v² = 0

2x²v' + 2v/x - v³/x = -1/x

We can write the above differential equation as:

2x²dv/dx + 2v/x = v³/x - 1/x

Separating the variables and integrating both sides:

∫dx/x = ∫[v/(v² - 2)]dv/x

⇒ ln |x| + ln |v² - 2| + C

⇒ ln |x(v² - 2)| = ln |Cx|

⇒ v² - 2 = Cx² (where C is a constant)

⇒ v = ±√(Cx² + 2)

Putting the value of v in y = vx, we get:

y = x√(Cx² + 2) and y = -x√(Cx² + 2)

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Answer:

Jordan

Step-by-step explanation:

The composite number was 21.

21 can be divided by 3 and 7.

Answer: Jordan.

Step-by-step explanation:

Prime numbers are special numbers that have no divisors other than itself and \(1\). Prime numbers are observed in the lists created by the students.

Compound numbers are numbers that can be written as the product of at least two prime numbers. When we look at Jordan's list, we will see that the number \(21\) breaks this rule. Because the number \(21\) is the product of both prime numbers \(3\) and \(7\). It is not a prime number. It is a composite number.

The equation of the line in slope-intercept form is y = 6x + 55.

Equations can involve variables, which are placeholders for unknown values that we wish to find. For example, the equation x + 3 = 7 asserts that the value of x plus 3 is equal to 7. We can solve for x by subtracting 3 from both sides of the equation, obtaining x = 4.

Equations can be linear or nonlinear, and they can involve one or more variables. They can be represented in various forms, such as standard form, slope-intercept form, or quadratic form.

To find the equation of the line in point-slope form, we need to first find the slope of the line. We can use any two points from the table to find the slope using the formula:

slope = (change in y)/(change in x)

Let's use the first and last points in the table:

slope = (295 - 175)/(40 - 20) = 120/20 = 6

Now we can use the point-slope form of the equation of a line:

y - y1 = m(x - x1)

where m is the slope and (x1, y1) is any point on the line. Let's use the first point (20, 175):

y - 175 = 6(x - 20)

To write this equation in slope-intercept form, we need to isolate y:

y - 175 = 6x - 120

y = 6x + 55

So the equation of the line in slope-intercept form is y = 6x + 55.

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Answer:

A

Step-by-step explanation:

Answer:

3/2

Step-by-step explanation:

Divide second triangle measurements by first to see what was used to multiply

6/4 = 3/2

7.5/5 = 3/2

12/8 = 3/2

Answer:

V = l x w x h

Step-by-step explanation:

Answer: 15.4

Step-by-step explanation:

12(12 + 26) = 15(15 + x)

144 + 312 = 225 + 15x

456 = 225 + 15x

456 - 225 = 15x

231 = 15x

231/15 = x

x = 15.4

Answer:

Step-by-step explanation:

First, take 1 coin away and subtract .5 from the total of 85 cents to get 9 coins for 35 cents. Then, you must figure out any amount of coins that will fit that value for 9 coins; A penny = 1 cent, nickel = 5 cents and dime = 10 cents

You can do 2 nickels 2 dimes and 5 pennies for 9 coins total.

You can also do an equation for more intricate problems:

.10x + .05y + .01z = .35

where you would solve for a variable and input the new equation in that variable to solve for your variables. I hope this helps :)

The given situation is an example of inferential statistics.

It is given that Ack found an average of 20 squirrels in the park and he could estimate the weight of all squirrels in the park.

This is an example of inferential statistics.

You are able to draw conclusions ("inferences") from the data using inferential statistics. You can make inferences about a population using inferential statistics utilizing data from samples.

Descriptive statistics describes data (such as a chart or graph).

For instance, you might ask a sample of 100 people at a mall whether they enjoy shopping at Sears. You could create a bar graph with only yes or no responses (descriptive statistics), or you could utilize your research (and inferential statistics) to conclude that between 75 and 80 percent of people (all mall customers) prefer to shop at Sears.

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For the purpose of content marketing, the strategies portion of strategic planning focuses on how content marketing can help achieve certain goals and objectives.

This is because strategies are the overarching plans that guide the actions and decisions of a content marketing program.

A content marketing strategy defines the target audience, key messages, channels, and metrics for success. It outlines how content will be created, distributed, and measured in order to achieve specific business objectives.

The tactics portion of strategic planning is more focused on the specific actions and initiatives that will be taken to execute the strategy. Tactics might include things like social media campaigns, email marketing, webinars, or video production. While tactics are important, they should always be guided by the overarching strategy in order to ensure that they are aligned with business goals and objectives.

Messages are the specific pieces of content that are created as part of a content marketing program. While messages are important for engaging the audience and driving action, they are not the primary focus of strategic planning. Finally, situational analysis is an important step in the planning process, but it is not specific to content marketing. A situational analysis is a broad assessment of the business environment and competitive landscape, which is used to inform overall business strategy.

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complete question:

For the purpose of content marketing, the ______ portion of strategic planning focuses on how content marketing can help achieve certain goals and objectives.A) strategiesB) tacticsC) messagesD) situational analysis

Answer:

48.5

Step-by-step explanation:

Please mark B R A I N L I E S T

Step-by-step explanation:

Use z-score table to find the z-score that corresponds to .7000   ( 70%)

approx   .525   s.d.  above the mean

  .525  * 10 =  5.25  points above 100   = 105.25

Answer: 3 ft

Step-by-step explanation:

The correlation coefficient values that go with each scatterplot in Exercise 15.17a are: a. 0.545, b. 0.018, c. -0.20.

To determine which correlation coefficient value goes with each scatterplot in Exercise 15.17a, we need to look at the strength and direction of the relationship between the two variables in each plot.

a. The scatterplot in a shows a moderately strong positive relationship between the variables. This means that as one variable increases, the other variable also tends to increase. The correlation coefficient for this plot is likely to be around 0.545, indicating a positive correlation.

b. The scatterplot in b shows a very weak positive relationship between the variables. This means that there is some tendency for one variable to increase as the other variable increases, but the relationship is not strong. The correlation coefficient for this plot is likely to be around 0.018, indicating a weak positive correlation.

c. The scatterplot in c shows a very weak negative relationship between the variables. This means that as one variable increases, the other variable tends to decrease slightly, but the relationship is not strong. The correlation coefficient for this plot is likely to be around -0.20, indicating a weak negative correlation.

Therefore, the correlation coefficient values that go with each scatterplot in Exercise 15.17a are: a. 0.545, b. 0.018, c. -0.20.

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The answer is 10 weeks of lessons she paid for using arithmetic operation.

What is the arithmetic operation?

The four fundamental operations of arithmetic are addition, subtraction, multiplication, and division of two or more quantities. Included in them is the study of numbers, especially the order of operations, which is important for all other areas of mathematics, including algebra, data management, and geometry. The rules of arithmetic operations are required in order to answer the problem.

Caitlin had $385 in her bank account. She withdrew $14 each week to pay for a swimming lesson.

She now has $245.

Total money spent 385-245 = 140

For 140 will pay 140/14 = 10 weeks

Hence total 10 weeks lessons she paid for.

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The acceleration vector can be written as a = (25/9)T + 0N, or simply a = (25)T. (option a).

To find the acceleration, we need to take the second derivative of the position vector r(t) with respect to time, which represents the rate of change of velocity. Let's start by finding the first derivative of r(t):

r'(t) = (d/dt)(9sin(5t/9) + 2)i + (d/dt)(9cos(5t/9) - 7)j + (d/dt)(12t)k

The unit tangent vector T is defined as the normalized version of the velocity vector, which is r'(t)/||r'(t)||. To find T, we calculate the magnitude of r'(t) and normalize it:

||r'(t)|| = √((25/9)²(sin²(5t/9) + cos²(5t/9))) = √((25/9)²) = 25/9

Therefore, the unit tangent vector T is given by:

T = r'(t) / ||r'(t)|| = [(25/9)(-sin(5t/9))i - (25/9)(cos(5t/9))j] / (25/9) = (-sin(5t/9))i - (cos(5t/9))j

The unit normal vector N is perpendicular to the unit tangent vector T and is given by N = (cos(5t/9))i - (-sin(5t/9))j, or simplifying it, N = (cos(5t/9))i + (sin(5t/9))j.

Now, we can express the acceleration vector in the form atT + anN by taking the dot product of r''(t) with T and N:

aT = r''(t) · T = (25/9)(-sin(5t/9))(-sin(5t/9)) + (25/9)(cos(5t/9))(-cos(5t/9)) = 25/9

aN = r''(t) · N = (25/9)(-sin(5t/9))(cos(5t/9)) + (25/9)(cos(5t/9))(sin(5t/9)) = 0

Therefore, the correct answer is: A) a = 25T

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Answer:

c

a

Step-by-step explanation:

Answer:

5. is C which is 9.

6. is B which is 37.

Step-by-step explanation:

The first on is C. 9 because to find the interquartile range you need to subtract the upper quartile range by the lower quartile range. The upper is 16 and the lower is 7 so you do 16-7 which is 9.

The last question is B. 37 because the lower quartile range is first line in the box plot which is 37.