Devise an algorithm that finds the sum of all integers in a list a₁,..., a, where n≥2.

If the expression be −2/5h+7h+6 then the value of h be -10/11.

A mathematical expression is a phrase that includes at least two numbers or variables, at least one arithmetic operation, and the expression itself. Any one of the following mathematical operations can be used.

An expression in mathematics is made up of a number of variables, functions, and other elements (such as addition, subtraction, multiplication or division etc.) In some ways, phrases and expressions are comparable.

Using mathematical operations like addition, subtraction, multiplication, and division, a combination of numbers and integers can be expressed numerically in mathematics.

Let the equation be -2/5h + 7h + 6 = 0

Move 6 to the right side

-2/5h + 7h = -6

Multiply both sides by 5

-2/5h × 5 + 7h × 5 = -6 × 5

Simplifying the above equation, we get

33h = -30

Divide both sides by 33

33h/33 = -30/33

Therefore, the value of h = -10/11.

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Answer:

600km/h

546.807 fps

0.1666667 km/s

Step-by-step explanation:

Use which ever unit youd want to in this scenereo, I'd use 600km/h

3000 / 5 = 600

Answer:

t = 2 1/3

Step-by-step explanation:

1/4 = 3/12

subtract 3/12 from both sides

t = 2 4/12

simplify

t = 2 1/3

Answer:

t+1/4=2 7/12

Step-by-step explanation:

t+1/4=31/21

t=31/21-1/4

t=103/84

The population of an island in 1950 was 2 million. The population grew exponentially for 63 years and reached 6.5 million in 2013. The carrying capacity of the island is estimated to be 10 million.

If the population growth rate in the future is similar to the last 50 years, what will the population be in 2050

The population is given to be increasing exponentially, which means it will follow the equation:

\($P(t) = P_0 e^{rt}$\)Here,\($P(t)$\) is the population after a period of time \($t$, $P_0$\) is the initial population, $r$ is the annual growth rate (which we are given is the same as the growth rate of the last 50 years), and \($t$\) is the time.

We can find the annual growth rate $r$ using the formula:\($$r = \frac{\ln{\frac{P(t)}{P_0}}}{t}$$\)
We know\($P_0 = 2$ million, $P(t) = 6.5$ million, and $t = 63$\) years. Substituting these values, we get:

\($r = \frac{\ln{\frac{6.5}{2}}}{63} = 0.032$\) (rounded to 3 decimal places)

Since the carrying capacity of the island is 10 million, we know that the population will not exceed this limit.

Therefore, we can use the logistic model to find the population growth over time. The logistic growth model is:

\($$\frac{dP}{dt} = r P \left(1 - \frac{P}{K}\right)$$\)

where $K$ is the carrying capacity of the environment. This can be solved to give:\($P(t) = \frac{K}{1 + A e^{-rt}}$\)

where \($A = \frac{K-P_0}{P_0}$. We know $K = 10$ million, $P_0 = 2$ million, and $r = 0.032$\). Substituting these values, we get:\($A = \frac{10-2}{2} = 4$\)

Therefore, the equation for the population of the island is:\($P(t) = \frac{10}{1 + 4 e^{-0.032t}}$\)

To find the population in 2050, we substitute\($t = 100$\) (since 63 years have already passed and we want to find the population in 2050, which is 100 years after 1950):

\($P(100) = \frac{10}{1 + 4 e^{-0.032 \times 100}} \approx \boxed{8.76}$ million\)
Therefore, the estimated population of the island in 2050, assuming constant carrying capacity and consumption per capita, is approximately 8.76 million.

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Answer:

5

Step-by-step explanation:

it absolutely depends on how fast you study

(d) The equation for the situation is n * (1/8) = 3/4, where n represents the number of items Jane can find. (e) By solving the equation, we find that n = 6. (f) Jane can find 6 items before the store closes.

(d) To create a model or write an equation for the situation, we can use the information provided. Let's represent the number of items Jane can find before the store closes as "n". We know that it takes about 1/8 hour (or 1/8 * 60 minutes = 7.5 minutes) for Jane to find 1 item on her shopping list. Since she has 3/4 hour before closing time, we can set up the equation:

n * (1/8) = 3/4

(e) To find the solution, we can solve the equation. By multiplying both sides of the equation by 8, we can eliminate the fraction:

8 * (n * (1/8)) = 8 * (3/4)

n = 6

So the solution is n = 6.

(f) The full sentence stating the solution is: Jane can find 6 items before the store closes.

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The length of the rectangular flower whose area is 60 sq. meters garden is 10 meters.

Let's assume the width of the rectangular flower garden is x meters. According to the given information, the length is 4 meters more than the width, so the length can be represented as (x + 4) meters.

The area of a rectangle is calculated by multiplying its length and width. In this case, we know that the area is 60 square meters, so we can set up the following equation:

Area = Length × Width 60 = (x + 4) × x

Expanding the equation, we get: 60 = x² + 4x

Rearranging the equation to the standard quadratic form, we have

x² + 4x - 60 = 0

x² + 10x - 6x - 60 = 0

x(x + 10) - 6(x+ 10) = 0

(x - 6)(x+ 10) = 0

x - 6 = 0 or x + 10 = 0

x = 6 or x = -10

we find that the solutions are x = 6 and x = -10. Since the width cannot be negative, we discard the negative value.

Therefore, the width of the garden is 6 meters.

The length, we can substitute the width value into the expression for the length:

Length = Width + 4 = 6 + 4 = 10 meters.

Hence, the length of the garden is 10 meters.

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Answer: X=32

Step-by-step explanation: 85+63=148. The tree angles of a triangle equals 180 degrees, so 180-148=32

The type of measurement scale which the professor employed is an ordinal scale.

We can rate people or things using an ordinal scale without explaining the meaning of the distinctions between the ranks. The second level of measurement, known as the ordinal scale, conveys data ranking and ordering without assessing the degree of variation between them.

The data in the given case is the names of the subjects namely science, mathematics, and management, which is definitely qualitative data. Next, it must be determined whether the data is at the nominal level or the ordinal level. Data at the nominal level cannot be ordered, however, data at the ordinal level can be. The professor is developing a relationship between the subjects by placing them in order since he is able to rank them according to the preferences of the pupils. Thus, he is using an ordinal scale.

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Answer:

15.59 cm^2

Step-by-step explanation:

Given formula for area= √(3s^4)/4

We have, a=6cm

Area= √(3s^4)/4 = √(3*6^4)/4 =√(3*1296)/4 =√3888/4 ≈ 62.35/4 ≈ 15.59 cm^2

Answer:

Because is said

Step-by-step explanation:

C

Answer:

cindy is 51

Step-by-step explanation:

70 divided by 2 is 45

45+ 6 is 51

Answer:

$11,000 = 1404.7yuan

Step-by-step explanation:

$1 = 0.1277 yuan (multiply both sides by 11,000)

$1 × 11,000 = 0.1277 × 11,000 yuan

$11,000 = 1404.7 yuan

Solving a differential equation with an integrating factor involves the following steps:

1. Identify the differential equation: Determine if the given equation is a first-order linear differential equation of the form dy/dx + P(x)y = Q(x).
2. Find the integrating factor: Compute the integrating factor (IF) by calculating the exponential of the integral of P(x) with respect to x, i.e., IF = e^(∫P(x)dx).
3. Multiply by the integrating factor: Multiply the entire differential equation by the integrating factor, which will transform the left-hand side into the derivative of the product of y(x) and the integrating factor.
4. Integrate both sides: Integrate both sides of the equation with respect to x. The left-hand side will yield the product of y(x) and the integrating factor, while the right-hand side will yield the integral of Q(x) multiplied by the integrating factor.
5. Solve for y(x): Divide both sides by the integrating factor to obtain the solution y(x).

The flowchart for this process can be summarized as follows:
1. Identify first-order linear differential equation
2. Compute integrating factor
3. Multiply equation by integrating factor
4. Integrate both sides of the equation
5. Solve for y(x)

Remember, always ensure the given differential equation is in the appropriate form before applying this method.

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Answer:

58.3%

Step-by-step explanation:

Answer:

Answer:58.3%

Step-by-step explanation:

Answer in decimal form = -0.2

Answer as a fraction = -1/5

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

Explanation:

The term "rate of change" is the same as "slope" for linear equations.

Use the slope formula to get the steps shown below.

\((x_1, y_1) = (-3, 3.6) \text{ and } (x_2, y_2) = (5, 2)\\\\m = \frac{y_2 - y_1}{x_2 - x_1}\\\\m = \frac{2-3.6}{5-(-3)}\\\\m = \frac{2-3.6}{5+3}\\\\m = \frac{-1.6}{8}\\\\m = \frac{-16}{80}\\\\m = -\frac{1}{5}\\\\m = -0.2\\\\\)

The decimal value is exact without any rounding done to it.

A slope of -1/5 means we go down 1 unit and to the right 5 units.

slope = rise/run = -1/5

rise = -1 = go down 1

run = 5 = go to the right 5

Answer:

it is a statistical measure of the relationship between two variables that indicates the extent to which the variables change together in the same or opposite direction. Correlation does not imply causation, meaning that a correlation between two variables does not necessarily mean that one variable causes the other.

Based on this definition, the correct answer is b. Increasing values of X go with either increasing or decreasing values of Y. A correlation exists between two variables when both variables increase or decrease together. This statement captures the idea that correlation can be positive or negative, and that it reflects a linear relationship between two variables.

Step-by-step explanation:

a is wrong because it only describes positive correlation, not negative correlation.

c is wrong because it confuses correlation with consistency. Correlation does not require that higher values of X always go with higher or lower values of Y, only that they tend to do so on average.

d and f are wrong because they assume causation from correlation, which is a logical fallacy.

e is wrong because it contradicts itself. It says that increasing values of X go with increasing values of Y, which is positive correlation, but then it says that a correlation exists when both variables decrease together, which is negative correlation.

If X is correlated with Y, it implies a predictive statistical relationship between X and Y. This correlation can be positive or negative implying respective increase or decrease in values of both variables. But, this correlation doesn't prove causation.

If X is correlated with Y, it indicates a statistical relationship between the two variables, X and Y. This relationship can be positive or negative. If it is a positive correlation, as X increases, Y will also increase and similarly, as X decreases, Y will also decrease. Contrarily, in a negative correlation, as X increases, Y decreases and vice versa. However, it is important to understand that correlation does not imply causation. That is, if X and Y are correlated, it does not necessarily mean that changes in X cause changes in Y or vice versa. It only means that they move in a predictable manner relative to each other.

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Answer:

D, 3/13 simplified from 12/52

Step-by-step explanation:

the reason that it would be 3/13 is because its simplified from 12/52, which is 12 of the possibly of face cards over 52 the amount of cards in the deck, so the possibility was 12/52, but simplified would be 3/13 ! love you !

                     BE SAFE !!!!                      HOPE THIS HELPS!!!!

                                              <3 <3 <3 <3 <3

The probability that the card drawn is a face card is 3/13.

Option D is the correct answer.

It is the chance of an event to occur from a total number of outcomes.

The formula for probability is given as:

Probability = Number of required events / Total number of outcomes.

We have,

There are 3 face cards.

Number of jack = 4

Number of queen = 4

Number of king = 4

Total number of cards = 52

The probability that the card drawn is Jack.

= 4/52

The probability that the card drawn is Queen.

= 4/52

The probability that the card drawn is King.

= 4/52

The probability that the card drawn is a face card.
= 4/52 + 4/52 + 4/52

= 3 x 4/52

=  3 x 1/13

= 3/13

Thus,

The probability that the card drawn is a face card is 3/13.

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Answer:

n = 3

Step-by-step explanation:

Given

4n = 2n + 6 ( subtract 2n from both sides )

2n = 6 ( divide both sides by 2 )

n = 3

The solution is, n = 3.

Subtraction is the process of taking away a number from another. It is a primary arithmetic operation that is denoted by a subtraction symbol (-) and is the method of calculating the difference between two numbers.

here, we have,

Given

4n = 2n + 6 ( subtract 2n from both sides )

2n = 6 ( divide both sides by 2 )

n = 3

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\(8^{3} \cdot 8^{-7} =8^{-4}=\boxed{\frac{1}{8^4}}\)

dude i'm going to flag you but first free stuff

Answer:

C

Step-by-step explanation:

The congruency rules, AAS and ASA do not work as these triangle do not share any congruent angles or sides.

Answer:

-20 meters below sea level

Step-by-step explanation:

as we know 0 is the water level, and since +20 is 20m above sea level, -20 is 20 m below sea level

Answer:

\(\displaystyle m=\frac{-5}{2}\)

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Step-by-step explanation:

Step 1: Define

Find points from graph.

Point (2, 2)

Point (4, -3)

Step 2: Find slope m

Simply plug in the 2 coordinates into the slope formula to find slope m

1. I based my decision on allocating points to maximize my own score, while also considering the potential benefits of contributing to the group fund.

2. The best outcome for me would be allocating the minimum points required to the GIVE account, while putting the majority in the KEEP account. This would ensure I receive the most points for myself.

3. The best outcome for the group would be if both participants maximized their contributions to the GIVE account. This would create the largest group fund, resulting in the most redistributed points and highest average score.

4. There are parallels with risk management strategies. Individuals may act in their own self-interest, but a larger group benefit could be achieved if more participants contributed to "group" risk management strategies like vaccination, safety protocols, insurance policies, etc. However, some individuals may free ride on others' contributions while benefiting from the overall results. Incentivizing group participation can help align individual and group interests.

Answer:

3+i

Step-by-step explanation:

|3+i| is just 3+i because it is already positive.

Answer:

Direction of the boat is 43.05° and the speed is 21.66 knot

Step-by-step explanation:

yacht speed = 20 knots

yacht bearing = 185° = 85°  below the negative horizontal x-axis

wind speed = 15 knots

wind bearing = 290° = 20° above the negative horizontal x-axis

we find the x and y components of the boat velocities

for yacht,

x component = -20 cos 85° = -1.74 knots

y component = -20 sin 85° = -19.92 knots

for the wind,

x component = -15 cos 20° = -14.09 knots

y component = 15 sin 20° = 5.13 knots

total x component  Vx = -1.74 + (-14.09) = -15.83 knots

total y component Vy =  -19.92 + 5.13 = -14.79 knots

Resultant speed of the boat = \(\sqrt{Vx^{2} + Vy^{2} }\)

==> \(\sqrt{15.83^{2} + 14.79^{2} }\) = 21.66 knot

direction of boat = \(tan^{-1} \frac{Vy}{Vx}\)

==> \(tan^{-1} \frac{14.79}{15.83}\) = 43.05°

Given,

A jet travels 6320 miles in 8 hours.

Flying with the wind, the same jet travels 5950 miles in 5 hours.

To find: The rate of the jet in still air, and the rate of the wind.

Solution:

The jet's velocity against the wind is

The jet's velocity with wind is

Let the velocity of the jet in still air be x miles per hour and velocity of wind be y miles per hour.

As such its velocity against wind is x-y and with wind is x+y and therefore

Solve both equations (1) and (2)

And

Hence, the velocity of the jet in still air is 990 miles per hour and the velocity of wind is 200 miles per hour.

The least whole number possibility for the third side is 8 cm. The greatest whole number possibility for the third side is 22 cm.

A triangle is a three-sided polygon. It is a geometric shape that has three edges and three vertices. Triangles can be classified based on their side lengths (such as equilateral, isosceles, or scalene) or based on the angles between their sides (such as acute, right, or obtuse). Triangles are a fundamental shape in geometry and are used in many branches of mathematics and physics. To form a triangle, the sum of the lengths of any two sides must be greater than the length of the third side.

Using this rule, we can find the possible range of values for the third side of the triangle.

The least possible length of the third side would be:

8.5cm + 15cm - 15cm = 8.5cm

The greatest possible length of the third side would be:

(8.5cm + 15cm) - 1cm = 22.5cm

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