From definition ,find derivatives of \(a^{x}\)

Answer:

7 bags

Step-by-step explanation:

We solve using Greatest Common Factor Method

We have:

14 raspberry scones and 21 strawberry scones

We find the factors of 14 and 21

The factors of 14 are: 1, 2, 7, 14

The factors of 21 are: 1, 3, 7, 21

Then the greatest common factor is 7.

Therefore, the greatest number of bags Bryson can fill is 7 bags

Answer:

Here you go, hope my handwriting is clear :D

X can either equal -5 or 3/2

Answer:

D. it has all the odd number in between 2-20 and in order

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

Those are all the odd numbers between 2 and 20

When balloons filled to capacity outdoors at a temperature of 25∘F are brought indoors where the temperature is 70∘F, they will expand and increase in size as they warm up. The increase in temperature causes the air molecules inside the balloons to gain energy and move more rapidly.

When the balloons are brought indoors where the temperature is 70∘F, the air inside the balloons will begin to warm up. As the temperature increases, the air molecules inside the balloons gain energy and start to move more rapidly. This increased movement of the air molecules causes them to collide with the walls of the balloons more frequently and with greater force.

The collision of the air molecules with the walls of the balloons creates pressure inside the balloons. As the pressure increases, the balloons will start to expand and stretch. This expansion occurs because the rubber material of the balloons is flexible and can accommodate the increased volume of air.

As the balloons continue to warm up, the expansion will become more noticeable. The balloons will increase in size and become tauter. This happens because the air molecules inside the balloons are now occupying a larger space due to the increase in temperature. The rubber material of the balloons stretches to accommodate the greater volume of air.

It's important to note that if the temperature difference is significant, the expanding balloons may eventually reach their limits and could potentially burst if they are unable to withstand the internal pressure. Therefore, it's crucial to consider the temperature conditions when filling balloons to avoid overinflation.

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The nearest whole number after rounding is, 14

Rounding a number to the nearest tenth means finding the nearest multiple of 0.1.

To do this, you need to look at the digit in the hundredths place (the second digit after the decimal point) of the number you want to round.

If that digit is 5 or greater, you round the number up by adding 0.1 to the nearest whole number.

If that digit is 4 or less, you round the number down by leaving the nearest whole number unchanged.

For example, rounding 3.456 to the nearest tenth gives 3.5, while rounding 3.444 to the nearest tenth gives 3.4.

Given that,

The decimal number  13.5,

after using rules of rounding,

it can be rounded as 14

Hence, the nearest whole number is 14

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Answer:

Question A, the values of h is 11 and k is -8 .

Question B, the equation is y = (-4/3)x + 2 .

Step-by-step explanation:

Question A, in order to find the value of h and k, you have to use the mid-point formula and do comparison :

\(m = ( \frac{x1 + x2}{2} , \frac{y1 + y2}{2} )\)

Let (x1,y1) be coordinate A (h,4),

Let (x2,y2) be coordinate B (-5,k),

Let mid-point be (3,-2),

\((3 \: , - 2) = ( \frac{h - 5}{2} , \frac{4 + k}{2} )\)

\(by \: comparison, \: \)

\( \frac{h - 5}{2} = 3\)

\(h - 5 = 6\)

\(h = 11\)

\( \frac{4 + k}{2} = - 2\)

\(4 + k = - 4\)

\(k = - 8\)

Question B, given that line is perpendicular bisetor to AB means that the line touches mid-point which is M(3,-2). Using gradient formula :

\(m = \frac{y2 - y1}{x2 - x1} \)

Let (x1,y1) be (11,4),

Let (x2,y2) be (-5,-8),

\(m = \frac{4 - ( - 8)}{11 - ( - 5)} \)

\(m = \frac{12}{16} \)

\(m = \frac{3}{4} \)

The gradient of perpendicular line is opposite of line AB and when both gradient are multiplied, you should get -1 :

\(m1 \times m2 = - 1\)

Let m1 be the gradient of AB, m = 3/4,

Let m2 be the gradient of perpendicular line,

\( \frac{3}{4} \times m2 = - 1\)

\(m2 = - \frac{ 4}{3} \)

Last, we have to use the slope-form equation, y = mx + b and susbtitute the coordinates of M into the equation :

\(y = mx + b\)

Let m = -4/3,

Let x = 3,

Let y = -2,

\( - 2 = - \frac{4}{3} (3) + b\)

\(b = 2\)

Answer:

he  spent $75.80

Step-by-step explanation:

hope this helps:D

Answer:

7

Step-by-step explanation:

Answer:

it's an acute angle

Step-by-step explanation:

its 30° wich is less than 90°

Parabolic CoordinatesParabolic coordinates are a coordinate system that can be used to define any point in 2D Euclidean space.

In this system, points are defined by two variables u and v. The parabolic coordinates of a point in 2D Euclidean space can be found using the following equations: x = (u^2 - v^2) / 2y = uvIn this coordinate system, the differential unit of length, ds2, can be found using the equation:ds2 = du2 + dv2 + dx2where du2 and dv2 are the differentials of u and v, respectively, and dx2 is the differential of x. Cylindrical CoordinatesCylindrical coordinates are a coordinate system that can be used to define any point in 3D Euclidean space. In this system, points are defined by three variables r, θ, and z.

The cylindrical coordinates of a point in 3D Euclidean space can be found using the following equations: x = r cos(θ)y = r sin(θ)z = zIn this coordinate system, the differential unit of length, ds2, can be found using the equation:ds2 = dr2 + r2 dθ2 + dz2where dr2 and dθ2 are the differentials of r and θ, respectively, and dz2 is the differential of z. The volume element dV can be found using the equation:dV = r dr dθ dz. Using the above explanations, the differential unit of length, ds2, and the volume element dV for parabolic coordinates and cylindrical coordinates are as follows: For Parabolic Coordinates: ds2 = du2 + dv2 + dx2= du2 + dv2 + [(u2 - v2)/2]2dV = dudvdxdydz = [(u2 - v2)/2] dudvdzFor Cylindrical Coordinates: ds2 = dr2 + r2 dθ2 + dz2= dr2 + r2 dθ2 + dz2dV = rdrdθdzThe above explanations provide the main answer, which is the differential unit of length, ds2 and the volume element dV for parabolic coordinates and cylindrical coordinates.

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Answer:

shebolixashebshe is she she is she she he she and he are in love go to xvideos.com to see them rápīng each other

Step-by-step explanation:

426;/7/(/&/)m

Answer:

D

Step-by-step explanation:

93.6/2/7.8=6

Answer:

292 in² (3 s.f.)

Step-by-step explanation:

The figure is made up of 2 semicircles and a rectangle.

Please see attached picture for full solution.

Answer:

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

Answer:

c

Step-by-step explanation:

i had the same q and got it right

The population when t=10 is approximately 281943.6.

This problem can be modeled by the following differential equation:

dp/dt = -k*p, where k is a constant of proportionality.

The general solution to this differential equation is:

p(t) = \(Ce^{(-k*t)}\), where C is a constant of integration.

We can use the given initial conditions to find the values of C and k.

p(2) = 400000 = \(Ce^{(-2k)}\)

p(4) = 350000 = \(Ce^{(-4k)}\)

Dividing these equations, we get:

400000/350000 = \(e^{(2k)}\)

ln(400000/350000) = 2k

k = ln(400000/350000) / 2

k ≈ 0.0436

Substituting this value of k into one of the initial conditions, we get:

400000 = \(Ce^{(-2*0.0436)}\)

C ≈ 496277.4

Therefore, the population function is:

p(t) = 496277.4 \(e^{(-0.0436*t)}\)

To find the population when t=10, we can substitute t=10 into this function:

p(10) = 496277.4\(e^{(-0.0436*10)}\) ≈ 281943.6

Therefore, the population when t=10 is approximately 281943.6.

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Answer:

108

Step-by-step explanation:

So the area of the rectangle is easy.

12 * 5 = 60

Now you have to do the triangles.

The height is (13 - 5) / 2 = 4

The bases are 12

The area of one is (12 * 4) / 2

The area of both is 12 * 4 = 48

60 + 48 = 108

The probability that the hypothesis test will result in a type ii error, β is 0.20.

In this question,

A type II error is one of two types of statistical errors that can result from a hypothesis test (the other being a type I error). A type II error will occur if the statistical test is not powerful enough. And it occurs when one rejects the alternative hypothesis (fails to reject the null hypothesis) when the alternative hypothesis is true.

The probability of a type II error is denoted by *beta*, β.

Power of a test = 0.80

The relation between power of a test and type II error is given as,

Power = 1 - type II error

⇒ Type II error, β = 1 - 0.80

⇒ Type II error, β = 0.20

Hence we can conclude that the probability that the hypothesis test will result in a type ii error, β is 0.20.

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The chi-square goodness-of-fit test can provide information on categorical data match an expected distribution and which categories are contributing to any deviation from that distribution.

The chi-square goodness-of-fit test is a statistical test used to determine whether a set of observed categorical data matches an expected distribution. Specifically, the test compares the observed frequencies of each category to the expected frequencies based on a hypothesized distribution, and calculates a chi-square statistic. This statistic measures the degree of difference between the observed and expected frequencies, with larger values indicating greater deviation from the expected distribution. If the chi-square statistic is large enough to reject the null hypothesis (i.e., the observed data do not match the expected distribution), the test can provide information on which categories are contributing the most to the discrepancy. This can help identify which categories are over-represented or under-represented in the observed data, and can inform further investigation into potential causes of the deviation. In summary, the chi-square goodness-of-fit test can provide information on whether observed categorical data match an expected distribution and which categories are contributing to any deviation from that distribution.

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Working together, they can complete the task in 4 hours and 48 minutes.

A certain amount of time (T) is taken to complete a certain work (W). The number of units of work done per unit time is called the rate of work (R). Hence, Work (W) = Rate (R) Time (T) Whenever some work is done, the total work itself can be taken as one unit.

Tracy needs 8 hours to complete the task.

Then we can find the ratio of work over time as:

1 task/8 hours = 1/8 task per hour.

This means that she can complete 1/8 of the task per hour.

Dave needs 12 hours to complete the task, then his ratio is:

1 task/12 hours = 1/12 task per hour.

This means that he can complete 1/12 of the task in one hour.

If they work together, then the ratios can be added:

R = \(\frac{1}{8}\) +  \(\frac{1}{12}\)

  = \(\frac{3+2}{24}\)

  = \(\frac{5}{24}\)

So, working together, in one hour they can complete  \(\frac{5}{24}\) of the task, now we can find the number of hours needed to complete the task as:

\(\frac{5}{24}\)×\(x\)= 1 task

x = \(\frac{24}{5}\) hours = 4.8 hours

knowing that an hour is 60 minutes, then 0.8 of an hour is 60*0.8 = 48 minutes.

Then x = 4 hours and 48 minutes.

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When long radishes (SLSL) are crossed to oval radishes (SLSR), the F1 generation will all have the genotype SLSR because they inherit one allele for long shape from one parent and one allele for oval shape from the other parent. When the F1 generation is allowed to cross at random among themselves, the expected phenotypic ratio in the F2 generation will be 1:2:1 for long:round: oval.

This is because each F1 individual can produce gametes with either the S allele or the L allele, and the S allele is dominant over the L allele for determining shape.

So, when two F1 individuals with the SLSR genotype cross, there are four possible offspring genotypes: SSLR (long), SLSR (long), SRSR (round), and SLSL (oval). The probability of each genotype is 1/4. However, since the S allele is dominant over the L allele, both the SSLR and SLSR genotypes will express the long-shape phenotype. Thus, the phenotypic ratio in the F2 generation will be 1 long: 2 round: 1 oval.

In summary, when long radishes are crossed to oval radishes and the F1 generation is allowed to cross at random among themselves, the expected phenotypic ratio in the F2 generation will be 1 long : 2 round : 1 oval.

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The meaning of 13*pi/6 is as if you made 13 complete revolutions around the point pi/6.

therefore, is the same calculate the sin of 13pi/6 than the sin of pi/6.

Substituing:

The answer is: csc(13pi/6)=2.

The probability of being assigned all hardback books is approximately 0.33 or 33%.

This can be done by combination formula C(n,r) = n!/(r!(n-r)!)

The total number of ways to choose three books from a list of 14 books is given by the combination formula,

C(14,3) =14!/(3!(14-3)!) =  (141312) / (321) = 364.

To find the probability of selecting all hardback books, we need to determine the number of ways to select 3 books from the 10 hardback books. This is given by the combination formula,

C(10,3) = 10!/(3!(10-3)!) = 1098 / (321) = 120.

Therefore, the probability of selecting all hardback books is:

P(all hardback) = C(10,3) / C(14,3) = 120/364 = 0.3297

So, the probability of being assigned all hardback books is approximately 0.33 or 33%. This means that out of all possible combinations of 3 books, about 33% will consist of only hardback books.

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Answer:

13. Option 3

14.Option 2

Step-by-step explanation:

Option 3 shows that caleb has $5 or less by using the "less than or equal to" sign

Option 2 uses a closed circle to show that $5 is included in the table.

Things to remember that helped me

Closed circle are used for < and > signs to show that the number is being included. They mean "less than or equal to (<)" and "more than or equal to(>)"

Open circles are used for < and > signs. To show that the number is NOT included in the inequality.

Also when looking at the signs < and >, Picture them as arrows. That will show you the direction on the number line they go. For example < is pointing to the left which would mean "LESS THAN" and same with >, its pointing to the right which would mean "MORE THAN"

Answer:

13 - option 3 and 14 - option 2

Step-by-step explanation:

Concepts Used:                                                                                                    

Finding x:_____________________________________________            

From the Exterior angle property, we know that the measure of an exterior angle is the sum of the 2 opposite interior angles

So, using the property

(3x-10) = (25) + (x + 15)

3x - 10 = 25 + x + 15

3x - 10 = 40 + x

3x-x - 10 = 40              [subtracting x from both sides]

2x - 10 = 40

2x = 50                        [adding 10 on both sides]

x = 25                          [dividing both sides by 2]

Hence, the value of x is 25

The greatest number of passengers the plane can carry on its next flight is 133 passengers (option b). To determine this, we subtract the weight of the cargo from the maximum weight capacity of the plane and then divide the remaining weight by the weight of each passenger with luggage.

Given:

Maximum weight capacity of the plane = 36,600 pounds

Weight of cargo = 7,320 pounds

Weight of each passenger with luggage = 220 pounds

To find the greatest number of passengers the plane can carry, we need to determine how much weight is available for the passengers after accounting for the cargo. We subtract the weight of the cargo from the maximum weight capacity of the plane:

Remaining weight capacity = Maximum weight capacity - Weight of cargo

Remaining weight capacity = 36,600 pounds - 7,320 pounds

Remaining weight capacity = 29,280 pounds

Now, we divide the remaining weight capacity by the weight of each passenger with luggage to find the maximum number of passengers:

Maximum number of passengers = Remaining weight capacity / Weight of each passenger with luggage

Maximum number of passengers = 29,280 pounds / 220 pounds

Maximum number of passengers ≈ 133

Therefore, the greatest number of passengers the plane can carry on its next flight is 133 passengers, as stated in option b.

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The linear model that represents the cost of any number of candy bars can be written as: C = $1.90B + $0.95

To write the linear model that models the cost of any number of candy bars, we need to find the equation of a line that best fits the given data points. We'll use the variables B for the number of candy bars purchased and C for the total cost of the candy bars.

Looking at the given data, we can see that there is a linear relationship between the number of candy bars and the total cost. As the number of candy bars increases, the total cost also increases.

To find the equation of the line, we need to determine the slope and the y-intercept. We can use the formula for the equation of a line: y = mx + b, where m is the slope and b is the y-intercept.

First, let's find the slope (m) using two points from the given data, for example, (3, $6.65) and (25, $48.45):

m = (C2 - C1) / (B2 - B1)

 = ($48.45 - $6.65) / (25 - 3)

 = $41.80 / 22

 ≈ $1.90

Now, let's find the y-intercept (b) using one of the data points, for example, (3, $6.65):

b = C - mB

 = $6.65 - ($1.90 * 3)

 = $6.65 - $5.70

 ≈ $0.95

Therefore, the linear model that represents the cost of any number of candy bars can be written as:

C = $1.90B + $0.95

This equation represents a linear relationship between the number of candy bars (B) and the total cost (C). For any given value of B, you can substitute it into the equation to find the corresponding estimated total cost of the candy bars.

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The expanded form of 500,000 is (5*100,000) + (0*10,000) + (0*1,000) + (0*100) + (0*10) + (0*1), which on simplifying can be written as (5*100,000).

In math, the expanded form enables us to comprehend a number more clearly. Take the number 875294831 as an example. This amount is impossible to comprehend. Here, an expanded form enables us to comprehend each numeral according to its place value. Let's try to determine the extended form of the straightforward number 423. The expanded form of 423 is (4*100) + (2*10) + (3*1). It denotes that there are 4 hundred, 2 tens, and 3 ones in this number. Through its expanded form, a number's meaning for each digit is clearly understood.

In the question, we are asked to write the expanded form of 500,000.

Similar to our example, we can write the expanded form of 500,000 as

(5*100,000) + (0*10,000) + (0*1,000) + (0*100) + (0*10) + (0*1),

which when simplified can be shown as (5*100,000).

Thus, the expanded form of 500,000 is (5*100,000) + (0*10,000) + (0*1,000) + (0*100) + (0*10) + (0*1), which on simplifying can be written as (5*100,000).

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