Answer:
B. 50 times greater
Step-by-step explanation:
Given;
size of phytoplankton = 2 × 10⁻⁶ in
size of sand grain = 1 × 10⁻⁴ in
Determine how many times longer the grain of sand is than the phytoplankton.
Divide the sand size by the phytoplankton size, to find out how much greater the sand is.
This can be done by equating it as follows;
2 × 10⁻⁶ (y) = 1 × 10⁻⁴
[tex]y = \frac{1*10^{-4}}{2*10^{-6}} \\\\y = 50[/tex]
Therefore, the grain of sand is 50 times greater than the phytoplankton
B. 50 times greater
Which of the following equations have no solution? Check all that apply.
6x + 1 = 3(2x - 4)
2-5x = 7x - 12
4(3 - x) = 2(6 - 2x)
5(x + 2) = 2(x-4)
-4(x + 3) = 4(-x-1)
Hi there! :)
Answer:
Equations 1 and 5.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
We can simply each answer choice to find those which have no solution:
1. 6x + 1 = 3(2x - 4)
6x + 1 = 6x - 12
0 ≠ - 13, NO SOLUTION.
2. 2 - 5x = 7x - 12
14 = 12x
x = 7/6. 1 SOLUTION.
3. 4(3 - x) = 2(6 - 2x)
12 - 4x = 12 - 4x
0 = 0. INFINITE SOLUTIONS.
4. 5(x + 2) = 2(x - 4)
5x + 10 = 2x - 8
3x = -18
x = -6. 1 SOLUTION.
5. -4(x + 3) = 4(-x - 1)
-4x - 12 = -4x - 4
0 ≠ 8. NO SOLUTIONS.
Therefore, the only equations with no solutions are equations 1 and 5.
Answer:
x + 1 = 3(2x – 4) and –4(x + 3) = 4(–x – 1).
Hope this was helpful!
10. What are the next three terms in this pattern? 4,-8, 16,
-32,
(Help)
Answer:
64 , -128 , 256
Step-by-step explanation:
in each term , -2 is being multiplied.....
seven more than twice a number y is at least three times the number. Which is the following inequalities best represents this information?
Answer:
7+2y [tex]\geq[/tex] 3y
Step-by-step explanation:
seven more (7+) than twice the number y (2y) is at LEAST ([tex]\geq[/tex]) three times the number (3y)
What is the complete factorization of the polynomial below?
Answer:
(x - 1)(x + 1)(x + 3).
Step-by-step explanation:
x^3 + 3x^2 - x - 3 Factor by grouping:
= x^2(x + 3) - 1(x + 3) x+3 is common .
= (x^2 - 1)(x + 3) x^2 - 1 is the difference of 2 squares.
= (x - 1)(x + 1)(x + 3).
A. Interviewing college students to find what percentage expects a
job immediately after graduation
B. Collecting the cholesterol readings of a group of elderly people in
a small town
O C. Testing the effectiveness of a mouthwash by allowing one group
to use it and comparing the results with those of a group that
doesn't use it
O D. Testing the effectiveness of a hair product by allowing one group
to use it and comparing results against a control group
Answer:
B
Step-by-step explanation:
An example of a survey is A. Interviewing college students to find what percentage expects a job immediately after graduation.
What is Survey?A survey is defined as the collection of the data or o=interpretation of the data using a list of questions asked to a particular sample of a population which determines the whole population.
From the given options, we can clearly say that C and D are not an example of a survey since survey doesn't make use of the comparison process.
In both C and D, effectiveness of mouthwash and hair product are done by comparing two groups.
So it is not a survey.
In the case of cholesterol readings, only the elderly people is taken in to account.
So, the best option is A.
Hence the survey example is Interviewing college students to find what percentage expects a job immediately after graduation.
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1/5, 2/3, 0.3333333....., and 0.05 are what kind of numbers? Check one or more answers that apply. Natural Whole Integer Rational Irrational
Answer:
it's an positive number of integer.
still learning math
they all are rational numbers.
Simplify the expression. 4+9⋅2÷3−1 8 9 12 77
Answer:
9
Step-by-step explanation:
Order of Operations: BPEMDAS
Step 1: Write out expression
4 + 9(2)/3 - 1
Step 2: Multiply
4 + 18/3 - 1
Step 3: Divide
4 + 6 - 1
Step 4: Add
10 - 1
Step 5: Subtract
9
If the outlier is removed, what is the mean of the set of numbers below? 21 23 19 25 83 23 21 A. 21 B. 22 C. 23 D. 24
Answer:
22
Step-by-step explanation:
21 23 19 25 83 23 21
Removing the outlier of 83
21 23 19 25 23 21
Find the mean
Add the numbers and divide by the number of numbers
(21+ 23+ 19+ 25+ 23+ 21)/6
132/6
22
Analia is a school district manager. Here are some details about two schools in her district for the last school year: School A School B Number of students 300030003000 400040004000 Number of teachers 190190190 380380380 Graduation rate 86\%86%86, percent 90\%90%90, percent Budget per student \$10{,}500$10,500dollar sign, 10, comma, 500 \$10{,}000$10,000dollar sign, 10, comma, 000 % of students in sports club 62\%62%62, percent 68\%68%68, percent Number of sports medals won 999 777 SAT average 120012001200 105010501050 SAT range (max-min) 900900900 700700700 Analia wants to know which school has higher academic achievements relative to the budget per student. 1) Analia thought of two different ways to define this quantity. Identify these two definitions among the following options. Choose 2 answers:
The two different quantities to measure which school has higher academic performance are :
• Graduation rate / Budget per student
• SAT average / Budget per student
In other to define a quantity which measures academic achievement;
We take the ratio of a related metric or parameter which is a measure of the academic performance of the student in each school and the budget per student for each school .
The parameters which could be used to measure academic achievement are :
• The graduation rate of each school.
• The SAT average of each school.
Hence, defining the quantity to measure academic achievement relative to budget per student could be expressed as :
• Graduation rate / Budget per student
• SAT average / Budget per student
A similar question can be found here : https://brainly.com/question/17270742
In conclusion:1) These are the two definitions Analia came up with to define the quantity:Graduation rate divided by teachers per student, SAT average divided by teachers per student2) According to both definitions, school A has higher academic achievements relative to the number of teachers per student.
The blank
represents the input of a relation.
F Constant
G Range
H Independent Variable
J Dependent Variable
Answer:
The correct answer is H. Independent variable.
Step-by-step explanation:
The independent variable, typically represented with the variable x, is the input of the function. In an experiment, this is the variable that the scientist changes in order to see a change in the dependent variable. The independent variable is usually plotted along the x-axis and its values represent the domain of the function.
The dependent variable, conversely, is typically represented with the variable y, and represents the output of the function. In an experiment, the dependent variable would represent that change that occurs due to a change in the independent variable. The dependent variable is usually plotted along the y-axis and its values represent the range of the function.
Hope this helps!
what happens to the energy not output by a machine
Answer:
By using the energy conservation law, the input energy must be equivalent to the output energy. If you measured output energy is lower than your input energy, you have lost that difference of energy either in mechanical inefficiency (friction, heat, etc.) or an energy sink.
Thus, the energy not output by the machine is lost in the process within the machine.
Cheers.
Bob is buying the soccer team ice cream after their game today. 8 players want ice cream cookies and 5 players want ice cream cones. If ice cream cones cost $1.25 each and ice cream cookies cost $1.75 each, how much will Bob spend on ice cream for the team?
Answer:
Bob will spend on ice cream for the team $20.25
Step-by-step explanation:
Hello!!!
In this problem we are expected to solve for the total amount that Bob will spend to buy
8 players ice cream cookies and
5 players ice cream cones
let us calculate as follows
Cost of ice cream cookies for 8 players = 8*1.75= $14
Cost of ice cone for 5 players = 5*1.25= $6.25
Total cost = $14+ $6.25= $20.25
Anbrysoin hatchr brysonhatcher bryon hat5cher bryson hatcher btys]
Step-by-step explanation:
Consider the statement
"An angle with a measure of 88° is an acute angle."
Classify and determine whether each conditional form of this statement is true or false,
• If an angle is an acute angle, then its measure is 88°
Geometry
Answer:
The conditional form of this statement is false.
Step-by-step explanation:
Angles that are less than 90°, also known as right angle, are known as acute angles.
So, any angle that has a measure between 0° and 90° are known as acute angles.
The statement provided is:
"An angle with a measure of 88° is an acute angle."
The conditional form of this statement provided is:
"If an angle is an acute angle, then its measure is 88°."
This statement is false.
This is because an acute angle can measure between 0° and 90°.
It is not necessary that the measure of an acute angle is 88°.
Thus, the conditional form of this statement is false.
Answer:
this angle would be acute
Step-by-step explanation:
why? because its less than 90 in which means it acute.
A list has 10 numbers. Each number is a 1, 2, or 3. The average is 2 and the SD is 0. What is the list?
Answer:
1, 1, 1, 2, 2, 2, 2, 3, 3, 3
Step-by-step explanation:
Since the standard deviation = 0
And the mean of the number = 2
If X is the sum of all the numbers, then
X/10 = 2
Cross multiply and make X the subject of formula
X = 2 × 10 = 20
The sum of the numbers will be 20
The number will be
1, 1, 1, 2, 2, 2, 2, 3, 3, 3
The sum of the above numbers is equal to 20 and the average value of the numbers is equal to 2.
(450) + (77) + 2395 =
Answer:
2922
Step-by-step explanation:
450 + 77 + 2395=
450 + 77= 527
527 + 2395=2922
Hope this helped!!
is 14 squared bigger than 3.14
Answer:
Yes, 14 squared is definitely bigger than 3.14. When you square a number, you multiply it by itself, and even if you didn't do that, 14 would still be a bigger number than 3.14.
what is the correct answer
Answer:
domain: (-4 , infinity)
range: (-1, infinity)
Step-by-step explanation:
the domain is all x values and range is all y values
which point is located on the y-axis of a coordinate grid?
The point on the y-axis is D. (0 , -2).
Here, we have,
we know that,
The points located on the y-axis of a coordinate grid have an x-coordinate of 0.
In other words, the y-axis is the vertical line that intersects the x-axis at the point (0,0).
Any point on the y-axis will have an x-coordinate of 0 and a y-coordinate that can vary depending on its position along the y-axis.
Examples of points on the y-axis include (0,1), (0, -3), and (0, 5).
so, from the given options we get,
The point on the y-axis is D. (0 , -2).
(x, y) 0 is x and -2 is y so that is exactly on the y axis.
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A microbiologist is studying A bacterial culture. Every hour she counts the number of bacteria. Her data is recorded in the table. What is the average increase between 10 AM and 1 PM? round to the nearest integer. please help me with this question??
Answer: 58
Step-by-step explanation:
From 10 AM to 1 PM the numbers are 161, 368, 842, and 1918
So now we find the difference between the numbers.
368 - 161 = 207
842 - 368 = 474
1918 - 842 = 1076
now it asked for the average so you add them together then divide by 3
which is (207+474+1076)/3 = 585.66666666....
Then it says to round to the nearest integer which is 586
Hey why not mark me as brainliest
The average increase between 10 AM and 1 PM is 586.
What is average?An average is a single number taken as representative of a list of numbers.
Given that, a microbiologist is studying A bacterial culture. Every hour, she counts the number of bacteria.
From 10 AM to 1 PM the numbers are 161, 368, 842, and 1918
The difference between the numbers.
368 - 161 = 207
842 - 368 = 474
1918 - 842 = 1076
Now it asked for the average, so you add them together then divide by 3
Which is (207+474+1076)/3 = 585.66666666....
Rounding to the nearest integer, we get 586
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Point V lies between points U and W on Line segment U W. A line has points U, V, W. The length between U V is 2 x minus 4. The length between V W is 4 x + 10.
Answer:
UW = 36 units
Step-by-step explanation:
The question is incomplete. Here is the complete question
Point V lies between points U and W on Line segment U W. A line has points U, V, W. The length between U V is 2 x minus 4. The length between V W is 4 x + 10. If UW = 9x – 9, what is UW in units?
If a point V lies between points U and W on line segment UW, then based on vector notation, UV + VW = UW.
Given parameters
The length between U and V i.e UV = 2x-4
The length between V and W i.e VW= 4x + 10.
UW = 9x – 9
Required
The length between U and W in units
Since UW = UV+VW, we will substitute the given functions into the formula as shown;
9x-9 = 2x-4+4x + 10.
9x-9 = 2x+4x-4+10
9x-9 = 6x+6
collect like terms on both sides;
9x-6x = 6+9
3x = 15
x = 15/3
x = 5
Substitute x = 5 into the function UW = 9x-9 to ge the length of UW in units.
UW = 9(5)-9
UW = 45-9
UW = 36 units
Hence the required length between line segment U and W in units is 36units.
Answer:
36 units, edge 2020-21
Step-by-step explanation:
aka D/last answer
Aubrey has a new art box in the shape of a rectangular prism. The box is 12cm by 20cm by 5cm. The only thing in the art box is a new pink eraser with the dimensions shown below: 4cm by 2cm by 0.5cm. What is the volume of the art box not taken up by the eraser?
Answer:
1,196
Step-by-step explanation:
khan academy
What is the value of −734÷(−112×3)?
Answer:
Step-by-step explanation:
Use PEMDAS
First we have to do the operation inside parenthesis
-734 ÷(-112*3) = -734 ÷ -336 {Now division}
= + 2.18
-
Given the Above diagram, Find the value of x; m
K
I 2y + 13
2
47
92 +1
3
14
+9
4
5
type your answer..
m
type your answer
m
type your answer
6
Answer/Step-by-step explanation:
m<MAH = 90° (linear pair. It is also supplementary to m<MAK = 90°)
m<MAL + m<HAL = m<MAH
Which is:
(9x + 1) + (x + 9) = 90°
Solve for x
9x + 1 + x + 9 = 90
Collect like terms
9x + x + 1 + 9 = 90
10x + 10 = 90
Subtract both sides by 10
10x + 10 - 10 = 90 - 10
10x = 80
Divide both sides by 10
x = 8
Find m<MAL
m<MAL = 9x + 1
Plug in the value of x
m<MAL = 9(8) + 1 = 72 + 1 = 73°
Find m<HAL
m<HAL = x + 9
m<HAL = 8 + 9 = 17°
HELP ASAP!! WILL MAKE BRAINLIEST!
Solve for x: −2x − 4 > 8
Select one:
a. x < −6
b. x > −6
c. x < −2
d. x > −2
Answer:
x>-6
Step-by-step explanation:
-2x-4>8
-2x>8+4
-2x>12
x>12/-2
x>-6
hope u understand : )
f(x)=4x; g(x)= 4x/9 +9 please help
Answer:
F ( 4 ( [tex]\frac{x}{9}[/tex] ) +9 ) = [tex]\frac{16x}{9}[/tex] + 36
Step-by-step explanation:
how is 9/5 - 1/3 equal 1 and 7/15. Can someone please explain and show work?
Answer:
Step-by-step explanation:
9/5=9*3/5*3=27/15
1/3=5*1/5*3=5/15
27/15-5/15=22/15=(15+7)/15=15/15+7/15
=1+7/15=1 7/15
Answer:
Below
Step-by-step explanation:
[tex]\frac{9}{5} - \frac{1}{3} \\\\\mathrm{Least\:Common\:Multiplier\:of\:}5,\:3:\quad 15\\\\\mathrm{Adjust\:Fractions\:based\:on\:the\:LCM};\\\\\frac{9}{5}=\frac{9\times\:3}{5\times\:3}=\frac{27}{15}\\\\\frac{1}{3}=\frac{1\times\:5}{3\times\:5}=\frac{5}{15}\\\\=\frac{27}{15}-\frac{5}{15}\\\\\mathrm{Since\:the\:denominators\:are\:equal,\\combine\:the\:fractions}:\\\\\quad \frac{a}{c}\pm \frac{b}{c}=\frac{a\pm \:b}{c}\\\\=\frac{27-5}{15}\\\\=\frac{22}{15}[/tex]
[tex]22\div 15 = 1 \:remainder\: 7 = \\1 \frac{7}{15}\\[/tex]
Can anybody tell me the answer for this
11/12-1/3
Answer:
7/12 + 2q/3
Step-by-step explanation:
11/12 - 1/3
= 11/12 - 4/12
=(11-4)/12
= 7/12
All the picture:
11/12 - 1q/6 + 5q/6 - 1/3
= 11/12 - 1/3 - 1q/6 + 5q/6
= 7/12 + 4q/6
= 7/12 + 2q/3
Answer:
7-8q/12 is the answer
i aspect that it will be helpful for you
8. H={all numbers of the form 3n+1, for n a natural number} under multiplication?
9. J={all numbers of the form 3n+2, for n a natural number under multiplication?
10. K={perfect squares of integers) under addition?
11. L={perfect squares of integers under multiplication?
12. M = {all numbers of the form 2", for n a natural number) under addition
pol
13. N= {all numbers of the form 2", for n a natural number under multiplication?
TIMBER
Answer and Step-by-step explanation:
H= {all numbers of the form 3n+1, for n natural number} under multiplication:
Sol: all number of the form 3n+1, for n natural number so, put n=2, 3(2) +1 = 7, which is a natural number. A natural number under multiplication does not form a group because its inverse does not exist.
J= {all number of the form 3n+2, for n natural number} under multiplication:
Sol: all the number of the form 3n+2, n is the natural number does not form a group under multiplication because the identity element does not form in this set, and inverse does not exist.
K= {perfect squares of integers} under addition:
Sol: perfect square of integers under addition does not form a group because the inverse does not exist. For example, for any element x, inverse (-x) does not exist because of a square integer.
L= {perfect squares of integers} under multiplication:
Sol: a set of the perfect square of integers under multiplication is not a set, because it does not have the inverse property
M= {all numbers of the form 2, for n natural number} under addition:
Sol: natural number in the form of 2n, n is a natural number under addition is not a group as it does not have identity property. Identity property, under addition, is zero.
N= {all number of the form 2n, n is natural number} under multiplication:
All number of the form 2n, n is the natural number under multiplication is not a group. Because its inverse does not exist. For example, an element x belongs to a natural number; its inverse (1/x) does not exist in this set.
The 5km (5000 meters) hiking trail will have markers placed every 800 m. How many markers will be used? Explain why your awnser is reasonable.
Answer:
6 markers
Step-by-step explanation:
5000/800 = 6.25
We can't have a quarter of a marker
If we were to round up it would have to be 5.6 km to fit 7 so we have to round down, and the answer is 6
In addition, along the 5000 m trail there will be one at 800, 1600, 2400, 3200, 4000, and 4800
We can only fit 6 of them along the trail if they are spaced 800 m apart so 6 markers will be able to fit on a 5k trail
Answer:
We need to calculate how many times there are 800 meters on 5000 meters.
To know so, we can divide 5000 by 800:
5000/800 = 6.25
So now, we know there are 800 meters 6.25 times on this trail.
So, how many markers have to be used? There have to be used 6, as the other 0.25 times will be the last 200 meters of the trail (800*0.25) and we only have to put a mark each 800.
We can also do this manually, from the start:
First mark would be at 800, next at 1600, next at 2400, next at 3200, next at 4000 and the last one at 4800. As we have said, 6 markers.
Someone help I’m stuck on this
Answer: 1 is 2 rectangles, 4 in a triangle and a rhombus I think.
Step-by-step explanation:
It says what would the shapes be shown as if it was split on the line.