GIVING 35 POINTS PLEASE i REALLY NEED HELP WITH THIS PROBLEM PLEASE!!!!!
what is the result of dividing x^3-2x^2-31x-28 by x-7?

A)x^2+5x-4

B)x^2-9x-4

C)x^2-9x+4

D)x^2+5x+4

Answer:

B B

Step-by-step explanation:

its B that the correct answer

The thickness of the film in the given setup of thin film interference is calculated to be 475.8 nm.

A natural phenomena known as "thin-film interference" occurs when light waves reflected by a thin film's upper and lower limits collide with one another, either boosting or weakening the light that is reflected. The reflected waves from both sides interfere and cancel out when the thickness of the film is an odd multiple of one quarter-wavelength of the light on it. The wave is entirely transmitted because it cannot be reflected. The two reflected waves reinforce one another when the thickness is a multiple of the light's half-wavelength, enhancing reflection and decreasing transmission.

As we know that for normal incidence in thin film interference

2μt=nλ₁      (equation 1)

where,

μ₁ is the refractive index

t is the thickness of the film

n is the order

λ is the wavelength of the light

For consecutive spectral line (n+1)

2μt=(n+1)λ₂       (equation 2)

Dividing equation 1 and 2 we get

λ₁/λ₂= \(\frac{n+1}{n}\)

λ₁= 690 nm

λ₂=460 nm

On putting the values and solving we get

n=2

Putting n=2 in equation 1 we get

t= 475.8 nm

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Answer:

c=-16

Step-by-step explanation:

Answer:

15$

Step-by-step explanation:

It's 3$/guest. This means it will cost 15$

Answer:

C. 8x - 6

Step-by-step explanation:

The explicit formula for an arithmetic sequence is:

an = a1 + (n-1)d

The explicit formula for a geometric sequence is:

an = a1 * \(r^{(n-1)}\)

What is arithmetic sequence?

An arithmetic sequence is a sequence of numbers in which each term after the first is found by adding a fixed constant number, called the common difference, to the preceding term.

To write the explicit formula for both an arithmetic and geometric sequence, the following values must be known:

For an Arithmetic Sequence:

The first term (a1) of the sequence.

The common difference (d) between consecutive terms in the sequence.

The explicit formula for an arithmetic sequence is:

an = a1 + (n-1)d

Where:

an is the nth term of the sequence.

a1 is the first term of the sequence.

d is the common difference between consecutive terms.

n is the position of the term in the sequence.

For a Geometric Sequence:

The first term (a1) of the sequence.

The common ratio (r) between consecutive terms in the sequence.

The explicit formula for a geometric sequence is:

an = a1 * r^(n-1)

Where:

an is the nth term of the sequence.

a1 is the first term of the sequence.

r is the common ratio between consecutive terms.

n is the position of the term in the sequence.

Therefore, The explicit formula for an arithmetic sequence is:

an = a1 + (n-1)d

The explicit formula for a geometric sequence is:

an = a1 * \(r^{(n-1)}\)

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Problem N 4

step 1

Verify if the relationship is linear

Calculate the slope between two points

we take

(0,500) and (1,550)

m=(550-500)/(1-0)

m=50

Find out the linear equation

y=mx+b

we have

m=50

b=500 ----> Note that the y-intercept is given in the table

so

y=50x+500

Verify if the other points in the table, satisfy the linear equation

For x=2

y=50(2)+500

y=600 -----> In the table the value of y=605

that means

Is not a linear relationship

step 2

Verify if the relationship is inverse

the equation is of the form

y*x=k

where

k is a constant of proportionality

we take the point

(0,500)

y*x=k

500*0=0 -----> k=0

For the point (1,550)

1*550=550 -----> k=550

The relationship is not an inverse relation (because the values of k are different)

step 3

Verify if the relationship is an exponential relation

y=a(b)^x

For x=0, y=500

so

a=500

y=500(b)^x

For x=1, y=550

substitute

550=500(b)^1

550=500b

b=550/500

b=1.1

therefore

y=500(1.1)^x

Verify if the other points in the table, satisfy the exponential equation

For x=2

y=500(1.1)^2=605 -----> is ok

For x=3

y=500(1.1)^3=665.50 ----> is ok

For x=4

y=500(1.1)^4=732.05 -----> is ok

For x=5

y=500(1.1)^5=805.255 ----> is ok

that means

Therefore, the speed of the boat in still water is 30 miles/hour.

Let's denote the speed of the boat in still water as "v" and the speed of the current as "c".

When the boat is traveling downstream (with the current), the effective speed of the boat is increased by the speed of the current. Therefore, the speed of the boat downstream is v + c.

Similarly, when the boat is traveling upstream (against the current), the effective speed of the boat is decreased by the speed of the current. Therefore, the speed of the boat upstream is v - c.

We have the following information:

Downstream speed = v + c = 120 miles / 3 hours = 40 miles/hour

Upstream speed = v - c = 120 miles / 6 hours = 20 miles/hour

We can set up a system of equations using these two equations:

v + c = 40

v - c = 20

By adding the two equations, we can eliminate the variable "c":

2v = 60

Solving for "v":

v = 60 / 2

v = 30

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The probability that the spinner lands on orange is P ( O ) = 1/4 = 25 %

We have,

The probability that an event will occur is measured by the ratio of favorable examples to the total number of situations possible

Probability = number of desirable outcomes / total number of possible outcomes

The value of probability lies between 0 and 1

Given data ,

The total number of sides for the spinner = 4

Since the spinner is divided into 4 equal sections, each section has an equal chance of being landed on

Therefore, the probability of spinning orange is 1 out of 4, or 1/4, which is equivalent to 25%

We can express this probability as:

P(orange) = 1/4

Hence , the probability that Josh spins orange is 1/4 or 25%

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Answer:  No the banner is not square.

Step-by-step explanation:

If it were square, the diagonal would be about 35.36 inches.

Pythagorean Theorem: a² + b² + = c²

?25² + 25² = 48² ?

625 + 625 ?=? 2304

1250 ≠ 2304

√1250 ≈ 35.3553

Answer:

The second option

Step-by-step explanation:

Source: trust me bro

Answer:

3 f(x)

Step-by-step explanation:

f(x) + f(x) + f(x)

We have 3 of the functions

3 f(x)

X,Y, and Z are known as variables. Y is generally the dependent variable and X is the independent variable.

What are variables?

A variable is an alphabet or term that represents an unknown number, value, or quantity.

A symbol (often a letter) is used in mathematics to represent an unknowable numerical value in an equation or algebraic statement. A variable can be defined as a quantity that is changeable and not fixed. Variables are crucial since they make up a significant portion of algebra.

when we don't know the exact value we use the variables instead of the exact value to find the exact value

These variables are alphabets starting from A to Z or a to z

The most familiar variables are X,Y,Z

Hence the x,y, and z are variables.

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Answer:

q = 3/4

Step-by-step explanation:

7+5(3q-4)=(q-1)

(5×3q)=15q (5×4)=20

7+15q-20=7

(7-20)= -13

-13+15q=7

The experimental probability that at least two heads would be gotten is 11 / 25.

The theoretical probability that at least two heads would be gotten is 1/2.

Probability calculates the odds that a random event would happen. The probability the event occurs is 1 and the probability that the event does not occur is 0.

Experimental probability is based on the result of an experiment that has been carried out multiples times.

Experimental probability = number of times at least two heads would be gotten / total number of tosses

( 5 + 6 + 6 + 5)/50 = 22/50 = 11 / 25

Theoretical probability = number of times at least two heads would be gotten / total number of possible outcomes

4 / 8 = 1/2

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Creative objectives for therapy with troubled middle school children can include fostering self-expression, promoting emotional regulation, and building social skills.

Self-Expression: Encouraging self-expression through creative activities like art, music, or creative writing can be a therapeutic objective. Providing a safe space for children to express their thoughts, emotions, and experiences can help them develop a better understanding of themselves and their feelings. Emotional Regulation: Using creative outlets to teach and practice emotional regulation skills can be beneficial. Incorporating activities like mindfulness exercises, guided imagery, or drama therapy can help children learn to identify and manage their emotions in a healthy way. Engaging in creative activities allows them to explore and process their feelings in a non-threatening and enjoyable manner.

Social Skills Development: Creative objectives can also focus on improving social skills and interpersonal interactions. Group activities like improvisation, role-playing, or collaborative art projects provide opportunities for children to practice communication, empathy, teamwork, and conflict resolution. Engaging in these activities within a therapeutic context allows children to learn and apply social skills in a supportive environment.

By incorporating creative objectives into therapy for troubled middle school children, therapists can provide a platform for self-expression, emotional regulation, and social skills development. These objectives help children develop coping strategies, enhance self-awareness, and improve their overall emotional well-being. Moreover, creative therapy allows for a more engaging and enjoyable therapeutic experience, making it easier for children to open up, explore their inner world, and develop resilience.

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If the radius of the sphere is 3.5 inches , then the volume is 130.85 inches³  and the surface area is 153.86 inches²  .

In the question,

it is given that , the shape of the exercise ball is a sphere ,

the radius of the sphere is = 3.5 inches ,

the volume of sphere is gives as

Volume = (4/3)πr³

= (4/3)π(3.5)³              ....using π = 3.14

= 130.85 inches³

and Surface Area of the Sphere is = 4πr²

= 4π(3.5)²               ....using π = 3.14

= 153.86 inches²

Therefore , If the radius of the sphere is 3.5 inches , then the volume is 130.85 inches³  and the surface area is 153.86 inches²  .

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Given:-

\( \: \)

\( \: \)

To find:-

\( \: \)

By using formula:-

\( {\color{hotpink}\bigstar} {\boxed{\sf {\green{ slope : m = \: \frac{y_2 - y_1}{x_2 - x_1} }}}}\)

Solution:-

\( \sf \: m = \frac{y_2 - y_1}{x_2 - x_1} \)

\( \: \)

where ,

\( \: \)

\( \: \)

\( \sf \: m = \frac{( -2 ) - ( -3 ) }{1 - 2} \)

\( \: \)

\( \sf \: m = \frac{ - 2 + 3}{ \: 1 - 2} \)

\( \: \)

\( \sf \: m = \cancel \frac{1}{ - 1} \)

\( \: \)

\( \underline{\boxed{ \sf{ \blue{ \: m = -1 \: }}}}\)

\( \: \)

━━━━━━━━━━━━━━━━━━━━━━━

hope it helps:)

There are 360 black counters and 306 white counter in 20:17 ratio.

Let's denote the number of black counters by B and the number of white counters by W. We know that the ratio of black to white counters is 20:17, which means that:

B/W = 20/17

We also know that there are 54 more black counters than white counters, which means that:

B = W + 54

We can use substitution to solve for B. Substituting the second equation into the first equation, we get:

(W + 54)/W = 20/17

Cross-multiplying, we get:

17(W + 54) = 20W

Expanding the left side, we get:

17W + 918 = 20W

Subtracting 17W from both sides, we get:

918 = 3W

Dividing both sides by 3, we get:

W = 306

Now we can use the second equation to find B:

B = W + 54 = 306 + 54 = 360

Therefore, there are 360 black counters in the bag.

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The graph meets the vertical line test requirement, it must represent a function (C) The vertical line test shows that the graph is correct, hence the answer is yes.

According to the function, every value in the domain is associated to exactly one value in the range, and they have a predefined domain and range. It is characterized as a certain kind of relationship.

Please refer to the image instead of the graph, which is related to it.

The graphic displays a graph.

A parabola is seen on the graph.

The vertical line test determines if a graph can be a function, as is common knowledge.

The graph passes the vertical line test option, indicating that it does in fact represent a function (C) The vertical line test shows that the graph is correct, hence the answer is yes.

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Answer: b+ 366= 336

Step-by-step explanation:

Because you know b is going to have to be a negative number. In order to get a smaller number, you're going to have to take away some from the bigger number. So if there's a follow up question asking what B is, the answer is "-30"

60 miles is equal to 96.56 kilometers.

To convert miles to kilometers, you can use the conversion factor of 1 mile  = 1.60934 kilometers. To convert 60 miles to kilometers, you would multiply 60 by 1.60934.

60 miles * 1.60934 kilometers/mile = 96.56 kilometers

Another way to think about it is that 1 mile is about 1.6 kilometers, so 60 miles is about 60 x 1.6 = 96 kilometers

It's important to remember that when measuring distance, the Units of measurement must be consistent. For units of example, if you are measuring the distance between two cities, it would not make sense to use miles for one city and kilometers for the other.

In short, 60 miles is equivalent to 96.56 kilometers, which is a standard unit of measurement used in most of the world.

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The estimated probability of an amateur golfer hitting at least 6 times in his next 10 attempts is 20%. The Option A.

To simulate the situation, we can use the table of random numbers by selecting the first two digits of each number as a random sample. Let's consider hitting the ball as a success, and missing it as a failure.

So, the amateur golfer has a probability of success of 0.48 and a probability of failure of 0.52. We want to calculate the probability of having at least 6 successes in 10 attempts, which means we need to add up the probabilities of having 6, 7, 8, 9, or 10 successes.

Using binomial probabilities, we can calculate these probabilities as follows:

P(X ≥ 6) = P(X = 6) + P(X = 7) + P(X = 8) + P(X = 9) + P(X = 10); X is the number of successes in 10 attempts.

Using the binomial formula, we can calculate each probability as:

P(X = k) = (10 choose k) * (0.48)^k * (0.52)^(10-k). By adding up these probabilities, we get P(X ≥ 6) = 0.196 or approximately 20%.

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10 feet to meters can be find out by simply dividing the 10 feet by 3.081 so the  value will be 3.048 meters.

Unit conversion is the process of converting the measurement of a given amount between various units, often by multiplicative conversion factors that alter the value of the measured quantity without altering its effects.

One foot is equal to 0.3048 metres, or 3048/10000 metres. So, you multiply 10 by either 0.3048 or 3048/10000 to convert 10 feet to metres.

For the decimal answer, we use 0.3048, and for the fractional answer, we use 3048/10000. The math, formulas, and conversions from 10 feet to metres are shown below.

0.3048 metres divided by feet

10 feet = 3.048 metres, or 10 divided by 0.3048.

metres equal 3048/10000 feet.

10 × (3048/10000) = 3 6/125

10 feet equals 36/125 metres.

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The answer in fractions is 59/100

When a statistic is given as a percentage, we assume that the sample size of the survey is

100

persons.

So, in the aforementioned question, we simply need to express the percentage as a fraction where the

numerator

represents the number of people who are in favor of the argument that their teens are addicted to cell phones which is

59

the denominator of the fraction represents the total number of people in the sample survey size which is

100.

simply using the above logic we can deduce the percentage into a fraction which is

59/100

.

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Answer:

Concave Up: (-∞, \(-\sqrt{\frac{5}{3}}\)), (\(\sqrt{\frac{5}{3}}\), ∞)

Concave Down: (\(-\sqrt{\frac{5}{3}\),\(\sqrt{\frac{5}{3}\))

Points of Inflection: (-1.2910, 2.1111), (1.2910, 2.1111)

Step-by-step explanation:

To find the concavity of a function, we need to take the second derivative.

y' = 4x^3 - 20x

y'' = 12x^2 - 20

Finding the points of inflection involves setting the second derivative equal to 0. Add 20 over, divide by 12, and take the square root. The positive and negative square roots of 5/3 are the potential points of inflection.

Setting up a number line can help to determine concavity. Let's plug in -2 into the second derivative. From this, we have found that from negative infinity to the negative square root of 5/3, the graph is concave up, as f''(-2) > 0. f''(0) < 0, so from the negative square root of 5/3 to the positive square root of 5/3, the graph is concave down. f''(2) is also > 0, and therefore from the positive square root of 5/3 to infinity, the graph is concave up.

Since the graph shifted direction at both potential points of inflection, they are both actually points of inflection. To find the y-values for each point of inflection, plug the x-value back into the original polynomial equation.

Answer:

False

Step-by-step explanation:

The perm pattern that includes a central rectangle and two sections at each side is the contour pattern.

The contour pattern in a perm involves dividing the hair into three sections, with a rectangular section in the center and two additional sections on each side. The hair is then wrapped around perm rods in a pattern that follows the contour of the head. This pattern is often used to create natural-looking waves or curls.

The other patterns listed - rectangle pattern, spiral bricklay pattern, and alternating oblong pattern - are not typically used in perming hair.

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Answer:a) The 12 o'clock position: Al and Betty are 35 feet above the ground when they are at the 12 o'clock position on the Ferris wheel.

b) The 9 o'clock position: Al and Betty are 5 feet above the ground when they are at the 9 o'clock position on the Ferris wheel.

c) The 6 o'clock position: Al and Betty are 20 feet above the ground when they are at the 6 o'clock position on the Ferris wheel.

d) The 8 o'clock position: Al and Betty are 5 feet above the ground when they are at the 8 o'clock position on the Ferris wheel.

e) 10 seconds after passing the 11 o'clock position: Al and Betty are 35 feet above the ground when they are 10 seconds after passing the 11 o'clock position on the Ferris wheel.

2) Al and Betty are 30 feet above the ground when they are at the 2 o'clock position on the Ferris wheel.

Step-by-step explanation: