10 problemas de ecuaciones de primer grado relacionada los datos con el cambio climático

Answer:

94.2 cm³

Step-by-step explanation:

The volume of a cone is

1/3 x h x π x r²

Plug in the values!

1/3 x 10 x 3.14 x 3²

1/3 x 10 x 3.14 x 9

3 x 10 x 3.14

30 x 3.14

94.2 cm³

Answer:

V =94.2 cm^3

Step-by-step explanation:

The volume of a cone is

V = 1/3 pi r^2 h

The radius is 3 and the height is 10

V = 1/3 ( 3.14) 3^2 * 10

V = 1/3 (3.14) *9(10)

V =94.2 cm^3

The five-number summary as displayed in a box plot attached below, from the least to the greatest is: Minimum < Q1 < Median < Q3 < Maximum

The five-number summary can be described as a set of data points or values that summarizes the distribution of a data.

The diagram attached below shows the five-number summary as displayed by a box plot.

From the least to the greatest, the five-number summary consist of:

Minimum < Q1 < Median < Q3 < Maximum

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The rounded values are:

a) Nearest tenth: 43.6, Nearest hundredth: 43.59, Nearest one: 44

b) Nearest tenth: 243.9, Nearest hundredth: 243.88, Nearest ten: 240, Nearest hundred: 200

a) To round the number 43.586 to the nearest tenth, hundredth, and one, we follow these rules:

- For the nearest tenth, we look at the digit in the hundredth place, which is 5. Since 5 is equal to or greater than 5, we round up the digit in the tenth place. Therefore, rounding to the nearest tenth gives us 43.6.

- For the nearest hundredth, we look at the digit in the thousandth place, which is 8. Since 8 is equal to or greater than 5, we round up the digit in the hundredth place. Therefore, rounding to the nearest hundredth gives us 43.59.

- For the nearest one, we look at the digit in the tenth place, which is 3. Since 3 is less than 5, we leave the digit in the one's place unchanged. Therefore, rounding to the nearest one gives us 44.

b) To round the number 243.875 to the nearest tenth, hundredth, ten, and hundred, we follow these rules:

- For the nearest tenth, we look at the digit in the hundredth place, which is 7. Since 7 is equal to or greater than 5, we round up the digit in the tenth place. Therefore, rounding to the nearest tenth gives us 243.9.

- For the nearest hundredth, we look at the digit in the thousandth place, which is 8. Since 8 is equal to or greater than 5, we round up the digit in the hundredth place. Therefore, rounding to the nearest hundredth gives us 243.88.

- For the nearest ten, we look at the digit in the one's place, which is 5. Since 5 is equal to or greater than 5, we round up the digit in the ten's place. Therefore, rounding to the nearest ten gives us 240.

- For the nearest hundred, we look at the digit in the ten's place, which is 4. Since 4 is less than 5, we leave the digit in the hundred's place unchanged. Therefore, rounding to the nearest hundred gives us 200.

So, a. To the nearest tenth: 43.6

To the nearest hundredth: 43.59

To the nearest one: 44

b. To the nearest tenth: 243.9

To the nearest hundredth: 243.88

To the nearest ten: 240

To the nearest hundred: 200

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Answer:

Step-by-step explanation:

We know that a rhombus is a quadrilateral with four sides. All four sides have the same length.

From the diagram, it is clear that

As all the four sides of the rhombus have equal length.

So we can observe

\(VW=WX\)

\(6m-12 = 4m+4\)

Add 12 to both sides

\(6m-12+12=4m+4+12\)

\(6m=4m+16\)

\(2m=16\)

Divide both sides by 2

\(\frac{2m}{2}=\frac{16}{2}\)

\(m=8\)

so

The length of VW= 6m-12

                             = 6(8)-12  ∵ \(m=8\)

                              = 48-12

                              = 36

Thereofore, the length of VW = 36 units.

Answer:

1+\(\sqrt{13}\)

________

    4

Step-by-step explanation:

The pressure exerted by the block on the ground is 225 N/m² and 600 N/m² respectively.

An equation is an expression that shows the relationship between numbers and variables using mathematical operators such as addition, subtraction, exponent, multiplication and division.

The equation for pressure is:

Pressure = Force / Area

A block exerts a force of 9 N on the ground

a) If the area of its base is 0.04 m², hence:

Pressure = Force / Area = 9 N / 0.04 m² = 225 N/m²

a) If the area of its base is 0.015 m², hence:

Pressure = Force / Area = 9 N / 0.015 m² = 600 N/m²

The pressure exerted on the ground is 225 N/m² and 600 N/m² respectively.

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a model can help you solve surface area and volume problems. a diagram shows faces and helps you find; a diagram helps you choose a base and height when finding Surface area.

A model can help you solve surface area and volume problems by providing visual representations and aiding in the determination of relevant measurements. Specifically, a "diagram" shows faces and helps you find the different sides or surfaces involved in the problem. It visually presents the shape and its various components, allowing you to identify and analyze the relevant areas or volumes.

A model can be in the form of a physical object or a digital representation. It shows faces and helps you find the different surfaces or sides of the object that contribute to its surface area. By visually observing the model, you can count the number of faces and determine their shapes and sizes, enabling you to calculate the total surface area accurately.

Furthermore, a model helps you choose a base and height when finding the volume of a three-dimensional object. It allows you to visualize the dimensions that define the object's shape and select appropriate measurements for the base and height. By manipulating the model or observing its features, you can determine the appropriate dimensions needed to calculate the volume correctly.

In summary, a model serves as a visual aid, providing a tangible representation of the object or shape. It shows faces, helping you identify the surfaces for surface area calculations, and assists in choosing a base and height when finding the volume of three-dimensional objects.

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Answer:35 51 98

Step-by-step explanation:

Answer:

Hello! Thanks for posting the question again!

Anyways here are the answers...

d = 35 because its a vertical angle

e = 51 because its a vertical angle

Now to find f we have to add these up then subtract by 360 then ÷ by 2 so 51 + 51 + 35 + 35 = 172 360 - 172 = 188 188 ÷ 2 = 94 so f = 94

Answer: x = 18

Step-by-step explanation:

1) 100% - 54.5% = 45.5%.

2) 45.5/100 = 0.455.

3) 0.455 * X = 8.19g.

4) x = 8.19/0.455.

5) x = 18.

Answer: 40

Step-by-step explanation:

The coordinates of an undefined slope are points that are either the same or have no x-value. In both cases, the slope of a line between these points would be undefined because it would involve dividing by 0, which is not allowed in mathematics. This is because the slope of a line is calculated by dividing the difference in y-coordinates by the difference in x-coordinates, and if the x-coordinates are the same or do not exist, this division would result in an undefined value.

The report based on the given question requirements is:

Mathematician: Évariste Galois

(1) Life History:

Évariste Galois was born in Bourg-la-Reine, France on October 25, 1811. Unfortunately, he passed away at the tender age of 20 on May 31, 1832. Amidst the political unrest in France, he engaged in political activism. Despite his premature death, Galois made a lasting impact on the field of mathematics. His non-conformist attitude and intelligence frequently led to conflicts with those in positions of power, earning him a reputation as a rebel. A fascinating piece of information is that Galois dedicated his night prior to his ultimate combat to jotting down his mathematical concepts, eventually emerging as notable enhancements to Algebra.

(2) Mathematical Discoveries:

Galois made remarkable contributions to the field of Algebra. He developed the theory of Galois groups, which revolutionized the study of polynomial equations and their solvability. Galois showed that the solvability of an algebraic equation by radicals is determined by the properties of its Galois group. This insight led to Galois theory, a cornerstone of modern Algebra. Additionally, he developed the concept of field theory, introducing the notion of field extensions, which provided a powerful framework for studying algebraic structures.

(3) Bibliography:

Artin, E. (1998). Galois Theory: Lectures Delivered at the University of Notre Dame. Springer.

Stillwell, J. (2005). Mathematics and Its History (2nd ed.). Springer.

Edwards, H. M. (1983). Galois Theory. Springer-Verlag.

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Answer:

Step-by-step explanation:

Diameter = 20cm . Radius = 10 cm. Circumference = 2πr = 2(3.14)(10) = 6.28 * 10 = 62.8 cm.

Answer:

radius=10

Step-by-step explanation:

radius is always half the diameter therefore the answer is 10 inches.

Step-by-step explanation:

please tell me where is the equation.

Answer:

Length of the base of the given parallelogram is 14 units

Step-by-step explanation:

This question is incomplete; Find the complete question in the attachment.

Area of the parallelogram (A) = 140 square units

Height of the parallelogram (h) = 10 units

Since area of the parallelogram = Base × height

A = b × h

140 = b × 10

b = \(\frac{140}{10}\)

b = 14 units

Therefore, length of the base of the given parallelogram is 14 units.                                    

Answer:

14 units is the answer I got it right on khan academy.

At 11:30, the weather in Australia would be 3°C.

At 8:00 in the morning, the temperature in Australia was -5°C. The temperature increased by 2°C every hour until 12:00. This means that the temperature increased by 2°C for every hour from 8:00 to 11:00, which is a total of 3 hours. Therefore, the temperature at 11:00 would be:

-5°C + (2°C/hour × 3 hours) = -5°C + 6°C = 1°C

From 11:00 to 11:30, the temperature would increase by an additional 1°C, since the temperature increases by 2°C every hour. Therefore, the temperature at 11:30 would be:

1°C + 2°C = 3°C

So the temperature in Australia would be 3°C at 11:30.

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Answer:

\(f(\frac{1}{2}) = \sqrt{e} + 1\) or approximately 2.64872

Step-by-step explanation:

In this case, you plug in 1/2 wherever you see x in the function

\(f(\frac{1}{2}) = e^{\frac{1}{2}} + 1 \\f(\frac{1}{2}) = \sqrt{e} + 1\)

\(f(\frac{1}{2}) = 1.6487212707 + 1\\f(\frac{1}{2}) = 2.6487212707\)

Answer:

√ (p(1-p) / n)

Step-by-step explanation:

Standard Error(SE) of the Sample Proportion: √ (p(1-p) / n). Note: as the sample size increases, the standard error decreases.

Hope this helps you! Feel free to give feedback

(a), X is bound to the universal quantifier ∀ and Y is bound to the existential quantifier ∃. In expression

(b), X is bound to the existential quantifier ∃ and Z is free.

Draw the Expression Tree for (a):

           !

           |

           ∧

          / \

         /   \

       ∨     ∧

       / \   / \

     NOT  p Y  p q

         |   |

         X   X

Draw the Expression Tree for (b):

           ∧

          / \

         /   \

       ¬    ∨

           / \

          /   \

         p    ∧

             / \

            /   \

           Y     ∃

                / \

               /   \

              X     q

                    |

                    Z

In expression (a), X is bound to the universal quantifier ∀ and Y is bound to the existential quantifier ∃. In expression (b), X is bound to the existential quantifier ∃ and Z is free.

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Answer:

40.6??

Step-by-step explanation:

1% percentage of Milgram's participants regretted having participated in the study.

Along with being the most powerful study in understanding obedience, Milgram’s research is also one that is often second hand when discussing the ethical treatment of human subjects.

Even though no participants accepted any real shocks, Milgram accept considerable criticism in regard to his treatment of subjects, specifically, Diana Baumrind (1964), claimed Milgram generate unacceptable levels of stress in his participants.

Baumrind (1964) also stated that the lab is an unknown setting, therefore the regulation of conduct is ambiguous for the subject, who would be more prone to obedient behavior set side by set to other environmental conditions. Also, after disclose the deception, subjects may feel used, embarrassed, or distrustful of psychologists and future control figures in their lives (Baumrind, 1964).

Milgram (1964) responded to these criticisms by look over his participants after debriefing them and establish that 83.7% were glad to have participated and only 1.3% regretted it.

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Answers:

Emmanuel had worked for   52   minutes

and had added    416     links

================================================

Explanation:

x = number of minutes Emmanuel has worked

y = number of links in the chain mail

Since Allesia started 20 minutes after Emmanuel, this means that she has worked for x-20 minutes (i.e. 20 minutes less time compared to x).

The equation for Emmanuel is

y = 8x

because he adds 8 links per minute.

Meanwhile, Allesia adds 13 links per minute and has worked for x-20 minutes. So her equation is

y = 13(x-20)

For each equation set up, I'm using the idea that

amount done = (rate)*(number of minutes)

It's similar to the distance=rate*time equation

-------------------------

To find out when they'll have same amount done, we set the two right hand sides equal to one another. Then solve for x.

8x = 13(x-20)

8x = 13x-260

8x-13x = -260

-5x = -260

x = -260/(-5)

x = 52

Emmanuel had worked for 52 minutes and has added y = 8x = 8*52 = 416 links.

Allesia started 20 minutes later, so she works for 20 minutes less time. She works for x-20 = 52-20 = 32 minutes and does so at a rate of 13 links per minute. She has 13*32 = 416 links as well. Both people have the same number of links to confirm our answers.

Each model should be produced on a weekly basis to maximize net profit is $75,900.

What is Net profit?

In both business and accounting, net income or profit is an entity's revenue less cost of goods sold, costs, depreciation and amortisation, interest, and taxes for a certain accounting period.

As given,

Number of products sold:

T ≥ 1.5G

Maximize Profit Z = 150T + 130G

Labor Constraint:

Labor hours Available:

Production Department:

Number of labor hours available per day = 58 × 7 = 406

Number of days in a week = 5

Number of lobor ours available per week = 406 × 5 = 2030

Assembly Department:

Number of labor hours available per day = 25 × 7 = 175

Number of days in a week = 5

Number of labor hours available per week = 175 × 5 = 875.

Labor hours Required:

Labor hours required for G1 model:

Labor hours required at Production department = 3.5G

Labor hours required at assembly department = 2G

Labor hours required for T1 model:

Labor hours required at Production department = 4T

Labor hours required at Assembly department = 1.5T

Total labor hours required at Production department = 3.5G + 4T

Total labor hours required at Assembly department = 2G + 1.5T.

Constraint:

Labor hours required ≤ Labor hours Available.

Production department Labor constraint

3.5G + 4T ≤ 2030

Assembly department Labor constraint:

2G + 1.5T ≤ 875

The function:

Maximum Profit Z = 150T +130G

Constraint:

3.5G +4T ≤ 2030

2G + 1.5T ≤ 875

T ≥ 1.5G

Suppose that for example:

10.5G +12T = 6090

 16G + 12T = 7000

Solve both equations simultaneously,

5.5G = 7000 - 6090

5.5G = 910

    G = 910/5.5

    G = 363

Since, T > G

Hence,

T = 363,

G = 165

Calculate Profit:

150T + 130G = 150 × 363 + 130 × 165

                     = 54450 + 21450

                     = 75900

Hence, each model should be produced on a weekly basis to maximize net profit is $75,900.

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Answer:

This is the graph. The 5 points you can plot can be:

roots: (-6, 0) and (-2, 0)

vertex: (-4, -4)

two other random points to complete the 5 points:

(-5, -3) and (-3, -3)

Answer:

Step 1: Put the number into scientific notation.

Step 2: Round up to nearest power of ten or integer times a power of ten.

Step 3: Do your calculations using these estimates.

Step 4: Compare to exact answer if possible.

Answer:

11 students studied history

21 students studied French

8 students studied both

Step-by-step explanation:

first you have to subtract the number of students who studied both classes.

40-8=32

this leaves you with 32 students to study either history or French.

we know 10 more students studied French than history so subtract that from the 32 students because we already know where they go.

32-10=22

we're left with 22 students that can be equally split between the 2 classes.

22/2=11

so there are 11 more students in each history and French.

but don't forget to add the 10 more students that we already knew were in the French class.

11+10=21