(physical education)
Question 10 Which are examples of Moderate Physical activities. Choose the best answers or all if apply.
a.Bicycling light effort (10-12 mph)
b. walking slowly
c.Tennis doubles
d.Jogging at 6 mph​

Answer:Layla is 18 years old.

We need to look at even numbers that can be added together that equal 84. 12+14+16+18 is 60, which means that their age will be older than teenagers. The age when they are all adults should allow us to get to 84.

18+20+22+24 is 84. Since Layla is the youngest, the number 18 represents her age.

I hope this helped & Good Luck <3 !!!

We can see here that:

A cube is a three-dimensional geometric shape that has six square faces, all of which are congruent (equal in size) and perpendicular to each other. It is a special type of rectangular prism where all edges have the same length, and all angles are right angles (90 degrees).

Cubes are commonly encountered in everyday life, such as dice, boxes, and Rubik's Cube puzzles. They have precise and uniform geometry, making them useful in various mathematical and engineering applications.

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False. The statement you described is not an equivalent form for a conditional statement. The process you mentioned, which is reversing and negating the antecedent and consequent, is known as forming the contrapositive of the statement.

A conditional statement has the form "If P, then Q," where P is the antecedent and Q is the consequent. The contrapositive is formed by negating both the antecedent and consequent, and reversing their order: "If not Q, then not P." The contrapositive is equivalent to the original conditional statement.

However, simply reversing the antecedent and consequent without negating them gives you the converse, which is "If Q, then P." The converse is not equivalent to the original conditional statement.

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All of the ratios that are equivalent to 6:16 are is:

3:8

9:24

12:32

A ratio is a way of comparing two quantities by expressing the relationship between them in terms of their relative sizes. Ratios can be expressed using a colon (:) or as a fraction.

For example, if we have 10 apples and 5 oranges, the ratio of apples to oranges is 10:5, which can be simplified to 2:1. This means that for every 2 apples, there is 1 orange.

To determine which ratios are equivalent to 6:16, we need to simplify the ratio by dividing both the numerator and the denominator by their greatest common factor.

The greatest common factor of 6 and 16 is 2, so we can simplify the ratio as follows:

6 ÷ 2 : 16 ÷ 2

3 : 8

So, the ratios that are equivalent to 6:16 are:

3:8

9:24 (simplified by dividing both terms by 3)

12:32 (simplified by dividing both terms by 4)

Therefore, the correct answer is:

3:8

9:24

12:32

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Complete question:

Select all of the ratios that are equivalent to 6:16.

3:8

9:24

12:32

13:42

19:57

Answer:

o

Step-by-step explanation:

We can pick three different numbers in 161700 ways out of the group 1,2,3, . .. ,100 such that the largest number is larger than the product of the two smaller ones.

It is possible to pick three different numbers out of the group 1,2,3, . .. ,100 such that the largest number is larger than the product of the two smaller ones.

The order in which we pick the numbers does not matter. To calculate how many ways this can be done, we can use the following formula:

Number of ways = (100*99*98)/(3*2*1) = 161700.

Therefore, there are 161700 different ways to pick three different numbers out of the group 1,2,3, . .. ,100 such that the largest number is larger than the product of the two smaller ones.

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Answer:

0.0275

Step-by-step explanation:

Answer:

x = -7

Step-by-step explanation:

First, we simplify:

-3x = 21

Then, we divide -3 on both sides:

x = -7

Hope this helps ^^

The problem involves finding the rate at which the population of bacteria is growing after 1 hour and after 2 hours, given initial population of 1000 bacteria and growth equation p(t) = 1000(1 + 4t + 12t^2 + 50t^3).

We need to calculate the growth rate at these specific time intervals.To find the rate at which the population is growing after a certain time, we need to calculate the derivative of the growth equation with respect to time.

Taking the derivative of p(t) = 1000(1 + 4t + 12t^2 + 50t^3) with respect to t gives us the growth rate function:

p'(t) = 400 + 24t + 150t^2

To find the growth rate after 1 hour, we substitute t = 1 into the growth rate function:

p'(1) = 400 + 24(1) + 150(1)^2

p'(1) = 400 + 24 + 150

p'(1) = 574

Therefore, after 1 hour, the population is growing at a rate of 574 bacteria per hour.Similarly, to find the growth rate after 2 hours, we substitute t = 2 into the growth rate function:

p'(2) = 400 + 24(2) + 150(2)^2

p'(2) = 400 + 48 + 600

p'(2) = 1048

Therefore, after 2 hours, the population is growing at a rate of 1048 bacteria per hour.

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3)  since we don't have the information about the interest paid (I), we cannot determine the rate of interest at this time.

(1) To find the total amount Adrian paid in 36 months, we can multiply the monthly installment by the number of installments:

Total payment A = Monthly installment * Number of installments

              = $375 * 36

              = $13,500

Therefore, Adrian paid a total of $13,500 over the course of 36 months.

(2) In the simple interest formula I = Prt, the letters used represent the following variables:

I: Interest (the amount of interest paid)

P: Principal (the initial amount, or in this case, the car worth)

r: Rate of interest (expressed as a decimal)

t: Time (in years)

(3) To find the rate of interest in percentage, we need more information. The simple interest formula can be rearranged to solve for the rate of interest:

r = (I / Pt) * 100

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Answer:

1, 2, 4, 12

Step-by-step explanation:

yearly=1

semi-annually=2

quarterly=4

monthly=12

I WILL USE THE REASONS CORRESPONDING ANGLES AND ANGLES ON THE STRAIGHT LINE. SINCE THE DIAGRAM LACKS FULL LABELLING THAT MAKES ME UNABLE TO EXPLAIN MORE USING DEMONSTRATION

\(3x - 3 + (4x - 6) = 180 \\ 3x + 4x - 3 - 6 =180 \\ 7x - 9 = 180 \\ 7x = 180 + 9 \\ 7x = 189 \\ \frac{7x}{7} = \frac{189}{7} \\ x = 27\)

ATTACHED IS THE SOLUTION x=27°

Answer:

x = 27

Step-by-step explanation:

3x - 3 and 4x - 6 are same- side exterior angles and sum to 180° , that is

3x - 3 + 4x - 6 = 180

7x - 9 = 180 ( add 9 to both sides )

7x = 189 ( divide both sides by 7 )

x = 27

Therefore, we can see that the UK has a higher population density than Spain.

In mathematics, "square" usually refers to the operation of multiplying a number by itself. When we square a number, we write it as that number raised to the power of 2, or we can use the symbol "^2" to indicate that we are squaring the number.

For example, the square of 3 is. \(3^2\), which is equal to 9. Similarly, the square of -5 is. \((-5) ^2\), which is equal to 25. In general, we can square any real number (positive, negative, or zero) to get a non-negative result.

We can also use the term "square" to refer to a geometric shape that has four equal sides and four right angles, such as a square on a checkerboard or a piece of paper.

by the question.

For the UK:

\(Population density = Population /Area\)

\(= 66,000,000 /95,000\)

\(= 694.74 people per square mile\)

For Spain:

\(Population density = Population / Area\)

\(= 47,000,000 / 195,000\)

\(= 241.03 people per square mile\)

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The solutions to the equation \(5x^2 - 7x + 1 = x^2\) + x are x = (2 + √3) / 2 and x = (2 - √3) / 2.

To find the solution(s) to the equation \(5x^2 - 7x + 1 = x^2 + x\), we need to simplify and rearrange the equation to bring all the terms to one side.

Let's start by subtracting x^2 and x from both sides of the equation:

\(5x^2 - x^2 - 7x - x + 1 = 0\)

Simplifying the equation further, we combine like terms:

\(4x^2 - 8x + 1 = 0\)

Now, we have a quadratic equation in standard form: \(ax^2 + bx + c = 0,\) where a = 4, b = -8, and c = 1.

To solve this quadratic equation, we can use the quadratic formula:

x = (-b ± √\((b^2 - 4ac)) / (2a)\)

Plugging in the values from our equation, we get:

x = (-(-8) ± √(\((-8)^2 - 4(4)(1))) / (2(4\)))

Simplifying further:

x = (8 ± √(64 - 16)) / 8

x = (8 ± √48) / 8

Now, we can simplify the square root:

x = (8 ± √(16 * 3)) / 8

x = (8 ± 4√3) / 8

Factoring out 4 from the numerator:

x = 4(2 ± √3) / 8

Simplifying:

x = (2 ± √3) / 2

Therefore, the solutions to the equation \(5x^2 - 7x + 1 = x^2\) + x are x = (2 + √3) / 2 and x = (2 - √3) / 2.

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Answer:

8x + 3

Step-by-step explanation:

The cost of 5 t-shirts and 3 skirts

= 5(x - 3) + 3(x + 6)

= 5x - 15 + 3x + 18

= (5x + 3x) + (-15 + 18)

= 8x + 3

Answer:

5(x-3)+ 3(x+6)

Step-by-step explanation:

5 (x-3)+ 3(x+6)

Answer: About 27.49

Step-by-step explanation:

You use the laws of tangent within a triangle to find x:

\(tan(32)=\frac{opposite}{adjacent}= \frac{x}{44}\\ \\x=44*tan(32)=27.49425...\)

Answer:

x=10

Step-by-step explanation:

a) |α⟩ is normalized if α = |α|² and α is a positive real number.

b) |α⟩ is an eigenvector of the lowering operator with eigenvalue λ = |α|.

c) |α⟩ is also an eigenvector of the transpose operator t with eigenvalue μ = |α|.

d) The eigenvalue of |α⟩ with respect to t is μ = |α|.

a) To show that |α⟩ is normalized, we need to compute its norm, which is given by ⟨α|α⟩. Let's calculate it:

⟨α|α⟩ = e(-|α|²) ∑n=0 [infinity] (n!/\(\alpha^n\) ∑m=0 [infinity] (m!/\(\alpha^m\)) ⟨n|m⟩

Since the states |n⟩ form an orthonormal basis, ⟨n|m⟩ = δ_n,m (Kronecker delta), which equals 1 when n = m and 0 otherwise. Therefore, the sum simplifies to:

⟨α|α⟩ = e(-|α|²) ∑n=0 [oo] (n!/αⁿ)

Using the identity eˣ = ∑k=0 [infinity] (\(x^k\) / k!), we can rewrite the sum as:

⟨α|α⟩ = e(-|α|²) \(e^\alpha\) = e(α - |α|²)

Now, to show that |α⟩ is normalized, we need to confirm that ⟨α|α⟩ = 1:

e(α - |α|²) = 1

This equation holds true when α - |α|² = 0, which implies that α = |α|². Since α is a complex number, we can write it as α = |α|e(iθ). Substituting this into the equation, we get:

|α|e(iθ) = |α|²

Dividing both sides by |α|, we obtain:

e(iθ) = |α|

This equation is satisfied when θ = 0, which means α is a positive real number. Therefore, |α⟩ is normalized.

b) To show that |α⟩ is an eigenvector of the lowering operator, we need to demonstrate that a|α⟩ = λ|α⟩, where a is the lowering operator. The lowering operator is defined as a = ∑n=0 [oo] √(n+1) |n⟩⟨n+1|.

Let's compute a|α⟩:

a|α⟩ = ∑n=0 [oo] √(n+1) |n⟩⟨n+1| (\(e^{-1/2}\)|α|²/2 ∑m=0 [infinity] (m!/α) |m⟩)

We can interchange the order of the sums and use the property of the Kronecker delta to simplify the expression:

a|α⟩ = ∑n=0 [oo] √(n+1) (e(-1/2)|α|²/2 (n+1)!/αⁿ⁺¹) |n⟩

Next, we can factor out the common terms:

a|α⟩ = (\(e^{-1/2}\)|α|²/2) ∑n=0 [oo] √(n+1) (n+1)!/αⁿ⁺¹ |n⟩

Now, notice that the term in the sum is precisely the coefficient of αⁿ in the series expansion of eᵃ. Therefore, we can rewrite the expression as:

a|α⟩ = (\(e^{-1/2}\)|α|²/2) eᵃ |α⟩

Since |α⟩ is defined as \(e^{-1/2}\)|α|²/2 ∑n=0 [oo] (n!/αⁿ) |n⟩, we can simplify further:

a|α⟩ = |α| |α⟩

Therefore, we have shown that |α⟩ is an eigenvector of the lowering operator with eigenvalue λ = |α|.

c) To show that |α⟩ is an eigenvector of the t operator, we need to demonstrate that t |α⟩ = μ |α⟩, where t is the transpose operator.

The transpose operator acts on the ket vectors by taking the complex conjugate of their components. Therefore, we have:

t |α⟩ = (t \(e^{-1/2}\)|α|²/2) ∑n=0 [oo] (n!/αⁿ) (t |n⟩)

Since the transpose of |n⟩ is its bra vector, we can write:

t |α⟩ = (t \(e^{-1/2}\)|α|²/2) ∑n=0 [oo] (n!/αⁿ) ⟨n|

Now, using the definition of the transpose of a complex number, we have:

t |α⟩ = (\(e^{-1/2}\))|α|²/2) ∑n=0 [oo] (n!/αⁿ) ⟨n|

Finally, notice that the expression inside the sum is the same as the coefficient of αⁿ in the series expansion of eᵃ. Therefore, we can simplify further:

t |α⟩ = (\(e^{-1/2}\)|α|²/2) eᵃ ∑n=0 [oo] (n!/αⁿ) ⟨n|

Since |α⟩ is defined as \(e^{-1/2}\)|α|²/2 ∑n=0 [oo] (n!/αⁿ) |n⟩, we can rewrite the expression as:

t |α⟩ = |α| |α⟩

Therefore, |α⟩ is an eigenvector of the t operator with eigenvalue μ = |α|.

d) The eigenvalue of |α⟩ with respect to the t operator is μ = |α|.

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The area of a shape is the amount of space it occupies

The area of the rectangle is \(6\frac 3{16}\) inches square

The dimensions are given as:

\(Length= 2\frac 14\)

\(Width= 2\frac 34\)

The area is then calculated as:

\(Area = Length * Width\)

So, we have:

\(Area = 2\frac14 * 2\frac 34\)

This gives

\(Area = 6\frac 3{16}\)

Hence, the area of the rectangle is \(6\frac 3{16}\) inches square

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Answer:

9

Step-by-step explanation:

In order for this problem to have more than one solution, one will have to make it such that the two sides are equal. Call the unknown quantity "x", and solve this equation like a literal equation;

5u + 3(4u - 6) = -3u - 27 + 20u + x

Simplify, (distribute and combine like terms);

5u + 12u - 18 = 17u - 27 + x

17u - 18 = 17u - 27 + x

Inverse operations;

17u - 18 = 17u - 27 + x

-17u         - 17u

-18 = -27 + x

+27   + 27

9 = x

Answer: 9

Step-by-step explanation:

Multiplication is the process of multiplying. The total tax of Tegan's earnings will be £8,520(£6,400+£1,200).

Multiplication is the process of multiplying, therefore, adding a number to itself for the number of times stated. For example, 3 × 4 means 3 is added to itself 4 times, and vice versa for the other number.

Since there is no tax for the first £11,000, therefore, the earnings upto £11,000 will be tax-free.

The amount of tax for the income of £11,000 to £43,000, will be,

20% of (£11,000 to £43,000)

= 20% × (£43,000 - £11,000)

= £6,400

The amount of tax for the income of £11,000 to £150,000, will be,

40% of (£43,000 to £48,300)

= 40% × (£5,300)

= £2,120

Hence, the total tax of Tegan's earnings will be £8,520(£6,400+£1,200).

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Answer:

£8520

Step-by-step explanation:

Answer:

She practiced for 28 hours.

Step-by-step explanation:

x = 16 - Filipe's hours

y =? - Bianca's hours

Filipe practiced 12 hours less than Bianca so we get the following equation:

y - 12 = x which is y - 12 = 16.

Now we solve the equation by adding 12 to the both sides:

y - 12 + 12 = 16 + 12

y + 0 = 28

y = 28.

Answer:

equation: a statement that two expressions are equal operation: a mathematical process such as addition, subtraction, multiplication, or division solution: a value of the variable in an equation or inequality that makes the equation or inequality true variable: a letter or symbol used to represent an unknown quantity

Section 1 00:00:00 TEACHER: Welcome. In this lesson, we're going to be answering the question what situations can you model with one-step equations? Let's begin. Section 2 00:00:00 TEACHER: We'll start with the goals for this lesson. We're going to be writing and solving one-step equations. And to do this, we're going to use one-step equations to solve word problems. And we're also going to be using one-step equations to solve word problems involving rational numbers. Now there's some words you're going to need to know in this lesson. 00:00:21 We have equation, operation, solution, and variable. Make sure you familiarize yourself with the definitions for these words before we continue. Section 3 00:00:00 TEACHER: We're answering the question, what situations can you model with one-step equations? Now, you already know that inverse operations like multiplication and division, they undo each other. In this lesson, you're going to learn how to use what you already know in order to learn how to solve real world problems.

Section 1 00:00:00 TEACHER: In this lesson, we're answering the question, what situations can you model with one-step equations? Now, you already know how to use inverse operations and equality properties to solve equations. In the first part of this lesson, we're going to learn how to solve real world problems by writing and solving one-step equations. Section 2 00:00:00 TEACHER: Let's take a look at equations and word problems. Now, there are some steps that you can use in order to be able to write and solve a one-step equation involving a word problem. The first step is to identify the variable. We need to find out what is unknown in the problem and then let our variable represent that unknown. Next, we identify the operation, whether we're using 00:00:21 addition, subtraction, multiplication, or division. And we can do that by looking at key words in our scenario. Then we can write the equation. Once we have an equation, then we can solve it. And we can solve that expressing it as an equation, like an x equals 5, or even model that value on a number line. We can then check the solution. 00:00:43 We want to check back with the original problem to see if that answer make sense. Let's go ahead and take a look at this scenario right here. And we're going to identify what the equation would be for this scenario. Now, the total cost of 3 tickets to a play was $42. What was the cost of each ticket? Notice the question. 00:01:02 What was the cost of each ticket? That's unknown. I don't know what the cost is yet. So in identifying my variable, we're going to identify that unknown. We're going to let c equal the cost of 1 ticket because that is unknown at this time. Well, now that we've done that, we've 00:01:22 completed step one. So now let's go ahead and see what we can do to write the equation. But we need to identify the operation. Well, knowing the variable, let's go ahead and go back to the clues that we were given. The total cost of 3 tickets to a play was $42. Now, here in my table, I have different words in a situation 00:01:42 that would describe what operation I'm using. If I see words like increasing, I know that means addition. Difference means subtraction. Finding part of a total means multiplication. And that's what we're looking at in this scenario, the total cost of 3 tickets to a play. We're finding part of a total. 00:02:00 Let's look at the last thing in the table-- sharing or grouping. That would tell us we were using a division problem. So let's go back to this multiplication. Since we're going to be finding part of a total because I'm trying to find out the cost of 1 ticket, which is a part of the total cost of tickets, then I can go ahead and use the fact that 3 tickets times the cost of 1 00:02:24 ticket is equivalent to $42. So notice I have the equation 3 times c is equal to 42. And then once you have your equation, you would be able to move to the next step in solving that equation.

Step-by-step explanation:

Answer:

√108 − 2 √300

6v√3 − 20√3

Answer:

see explanation below.

Step-by-step explanation:

I have two variables, $x$ and $y$, and I want to swap their values.

For example, if $x$ has value 5 and $y$ has value "banana", then after the swap I want $x$ to have value "banana" and $y$ to have value 5.

1. Explain why the code x = y y = x doesn't work,

2. figure out what we need to do to swap the values of $x$ and $y$.

1. the code x=y means a copy of the y-value ("banana") to x

after this step, both variables x and y will have the value "banana".

Evidently the next step y=x will recopy the copied value of "banana" in x back to y.

Net result, both variables will contain "banana", not an exchange.

2. The code that will work requires a third temporary variable, say t.

We can then do a circular copy, starting with assignment of t.

t=x   (t now contains 5)

x=y  (x now contains "banana")

y=t   (y now contains 5)

Thus the exchange is now complete.

The code x = y y =x doesn't work as the values are duplicated.

To overcome the issue, we will use a temporary variable k, and the code will look like this:

k = x

x = y

y = k.

A code is a set of steps or instructions that help us achieve our target of performing a set of operations over given variables.

In the question, we are informed that a person has two variables, $x$, and $y$, and he/she wants to swap the values of these variables.

We are asked to explain why the code,

x = y

y = x

doesn't work.

We are also asked to provide the right code which helps the person swap the values.

The provided code doesn't work, as after the first step (x = y), both x and y have the value stored in y, and in the second step (y = x), x copies the initial value of y to y, which doesn't help them swap values.

Example: x had initially 5, and y had initially "banana".

After the step, x = y, the value of y is copied in x, which makes x = "banana".

Now, in the step, y = x, the then value of x is copied in y, which means x = "banana" is copied to y, making y = "banana" again.

So, in the end, both x and y have "banana", which doesn't help the person swap the values.

For the code to work, we need to add a temporary variable, say k.

We will copy the value of x in k, then the value of y in x, and then the value ok k in y. This will help the person complete the swap between $x$ and $y$.

The code:

k = x

x = y

y = k.

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Answer:

(-3,5)

Step-by-step explanation:

When you reflect over the x axis, the y value's sign changes.

So we have:

-3,5

Answer:

(-3,5) the graph is below

Answer:

Step-by-step explanation:

221.5 because its hundread

Perfect squares are numbers gotten by squaring whole numbers. Therefore, 5 exmaples of perfect squares are

4(2^2)

9(3^3)

16(4^4)

25(5^5)

49(7^7)

So 5 perfect squares are 4, 9, 16, 25, 49

The required percentage yield for the reaction when theoretical yield and actual yield are given is calculated to be 85.5 %.  

The maximum mass that can be generated when a particular reaction occurs is referred to as theoretical yield.

Theoretical yield is given as mt = 9.23 g

The actual amount of product recovered is given as ma = 7.89 g

We must comprehend that in order to calculate the reaction's percent yield, we must divide the total amount of product recovered by the utmost amount that can be recovered. If we multiply by 100%, we can represent this fraction as a percentage.

Percentage yield = ma/mt × 100 = 7.89/9.23 × 100 = 85.5 %

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