I need help pleasureeee

Answer:

7.12 thank me later

Step-by-step explanation:

The amount of memory needed for an adjacency matrix representation for a directed graph depends on the number of vertices in the graph.

For a directed graph with n vertices, the adjacency matrix is an n x n matrix where each entry represents the presence or absence of an edge between two vertices. In a binary representation, each entry typically requires one bit of memory to store either a 0 or a 1.

Therefore, the total memory needed for an adjacency matrix representation of a directed graph with n vertices is approximately n^2 bits or n^2/8 bytes (assuming 8 bits per byte) to store the entire matrix.

It's important to note that this representation is space-intensive, especially for large graphs with many vertices, as the memory required grows quadratically with the number of vertices. In cases where the graph is sparse (has relatively few edges compared to the total possible edges), an adjacency list representation is more memory-efficient.

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Answer:

it's e and

Step-by-step explanation:

if it's 5/5 it =1, if it's 4/4 it equals 1 if its 6/6 it equals 1, if both numbers are the same it equals 1

Answer:

Step-by-step explanation:

Once you understand the vocabulary, I'm sure you could do another question like this. It means that you need to take all the fractions that equal 1/1 or just 1.

So to get to the answer, BEF is what you are looking for.

Notice what each of BEF have in common.

Their numerators (Top) and denominators (bottom) are the same. That means they cancel down to 1.

Answer:

In mathematics, a rational number is a number that can be expressed as the quotient or fraction p/q of two integers, a numerator p and a non-zero denominator q. For example, −3/7 is a rational number, as is every integer.

Answer:

The Energy of an Electron

The energy of an electron is of the same order of magnitude (is in the same range) as the energy of light. The lines in the spectrum of an element represent changes in the energy of electrons within the atoms of that element. By studying these spectra, scientists have drawn various conclusions about the behavior of electrons in atoms.

1. The energy of an electron depends on its location with respect to the nucleus of an atom. The higher the energy of an electron in an atom, the farther is its most probable location from the nucleus. Notice that we say probable location. Because of the electron's small size and high energy, we are limited in how precisely we can mark its position at any instant. We can only describe regions around the atom's nucleus within which the electron may be found.

2. In describing these regions of space, we also recognize that the energy of an electron is quantized. What does this statement mean? A property is quantized if it is available only in multiples of a set amount. If you are pouring a soft drink from a can, you can pour out as much or as little as you like. However, if you are buying a soft drink from a machine, you can buy only a certain amount. You cannot buy a half or a third of a can of soda; you can buy only a whole can or several cans. Soft drinks dispensed by a machine are available only in multiples of a set volume, or quantum. Thus, the dispensing of soft drinks by machine has been quantized.

Energy can also be quantized. If you are climbing a ladder, you can stop only on the rungs; you cannot stop between them. The energy needed to climb the ladder is used in finite amounts to lift your body from one rung to the next. To move upward, you must use enough energy to move your feet to the next higher rung. If the available energy is only enough to move partway up to the next rung, you cannot move at all because you cannot stop between rungs. Thus, in climbing the ladder, your expenditure of energy is quantized.

Step-by-step explanation:

Please mark as brain list

The relative frequency for students who scored a C is 0.47 (rounded to two decimal places).

Relative frequency is defined as the ratio of the number of times an event occurs in a given data set to the total number of trials in the data set.

It is represented as a fraction, decimal, or percentage. It assists in the evaluation of probability in statistics.

To solve this question, we need to add the scores of students who scored a C and divide it by the total number of students.

Given that 14 students scored an A, 30 students scored a B, 92 students scored a C, 38 students scored a D, and 26 students scored an F.

The total number of students who took the exam is:14 + 30 + 92 + 38 + 26 = 200

Thus, the relative frequency of students who scored a C is:92 / 200 = 0.46 (rounded to two decimal places) or 46% (percentage form).

Therefore, the answer to the question "what is the relative frequency for students who scored a c? round the final answer to two decimal places" is 0.47.

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Answer:

the too left graph us the abswer,

Because

f(x) = (x + 3)(x - 2) has positive cieff of the x^2 term, and also it has roots of -3 and 2

The graph of the function  f(x) = (x + 3)(x - 2) is first graph.

Graph is a mathematical representation of a network and it describes the relationship between lines and points.

To graph the function f(x) = (x + 3)(x - 2), we can start by finding its x-intercepts, y-intercept, and any vertical or horizontal asymptotes.

First, to find the x-intercepts, we set y = 0 and solve for x:

(x + 3)(x - 2) = 0

This equation is true when x = -3 or x = 2. Therefore, the x-intercepts of the graph are -3 and 2.

Next, to find the y-intercept, we set x = 0 and evaluate:

f(0) = (0 + 3)(0 - 2) = -6

Therefore, the y-intercept of the graph is -6.

The graph of f(x) = (x + 3)(x - 2) is a parabola that opens up because the sign of the two factors, (x + 3) and (x - 2), are both positive.

This means that the graph of f(x) will be a parabola that opens up with its vertex located at the point where the two factors are equal to each other

Hence, the graph of the function  f(x) = (x + 3)(x - 2) is first graph.

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The proportion of students with a z-score between -1.20 and -0.30 is about 0.304. So for every 100 students.

What is the z-score?

Z-score indicates how much a given value differs from the standard deviation. The Z-score, or standard score, is the number of standard deviations a given data point lies above or below the mean. Standard deviation is essentially a reflection of the amount of variability within a given data set.

Assuming that the grading follows a standard normal distribution (i.e., with a mean of 0 and a standard deviation of 1), we can use the z-score formula to find the proportions of students that fall within each grade range:

For an A grade: z-score > 1.65

For a B grade: 0.67 < z-score ≤ 1.65

For a C grade: -0.40 < z-score ≤ 0.67

For a D grade: -1.60 < z-score ≤ -0.40

To convert from the standard normal distribution to the distribution with the course mean and standard deviation, we can use the formula:

z-score = (x - mean) / standard deviation

We don't know the actual mean and standard deviation for the course, so we'll use the given range for the D grade (-1.60 < x < -0.4σ) to estimate the standard deviation. Since the D grade range is 1.2 standard deviations wide (from -1.60 to -0.4σ), we can solve for the standard deviation:

1.2σ = -1.60

σ = -1.60 / 1.2

σ = 1.33

(Note that we have a negative value for σ, which is not possible for a standard deviation. This is because we are using the estimated value of σ to convert from the standard normal distribution to the course distribution, which may not perfectly match the actual distribution of grades.)

Now we can use the z-score formula with the estimated mean and standard deviation to find the proportions of students in each grade range:

For an A grade: z-score > 1.65

z-score = (x - mean) / standard deviation

z-score = (1.65 - 0) / 1.33

z-score = 1.24

From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score greater than 1.24 is about 0.107. So for every 100 students, we can expect about:

A grades: 100 * 0.107 = 10.7 or approximately 11

For a B grade: 0.67 < z-score ≤ 1.65

z-score = (0.67 - 0) / 1.33

z-score = 0.50

From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score between 0.50 and 1.24 is about 0.205. So for every 100 students, we can expect about:

B grades: 100 * 0.205 = 20.5 or approximately 21

For a C grade: -0.40 < z-score ≤ 0.67

z-score = (-0.40 - 0) / 1.33

z-score = -0.30

From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score between -0.30 and 0.50 is about 0.307. So for every 100 students, we can expect about:

C grades: 100 * 0.307 = 30.7 or approximately 31

For a D grade: -1.60 < z-score ≤ -0.40

z-score = (-1.60 - 0) / 1.33

z-score = -1.20

Hence, From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score between -1.20 and -0.30 is about 0.304. So for every 100 students,

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Answer:

7x-y=3

Step-by-step explanation:

that is what this guy said online

Answer:

\(7x-y=3\)

Step-by-step explanation:

The standard form of a linear equation is  \(Ax+By=C\) .

Rewrite the equation with the sides flipped.

\(7x-3=y\)

Move all terms containing variables to the left side of the equation.

\(7x-3-y=0\)

\(7x-y-3=0\)

Add  \(3\)  to both sides of the equation.

\(\bold{7x-y=3}\)

\(\mathrm{Therefore,\:}y=7x-3\: \mathrm{in\:standard\:form\:is}\:7x - y = 3\)

Terms:

Linear equation

An equation whose graph is a line, that is, an equation that has a degree of one.

Terms

Any expression written as a product or quotient.

Variable

A letter used to represent a number value in an expression or an equation.

The y-intercept is n intercept is a point on the y-axis, through which the slope of the line passes and the y-intercept of the given equation is 38,000.

In Maths, an intercept is a point on the y-axis, through which the slope of the line passes. It is the y-coordinate of a point where a straight line or a curve intersects the y-axis. This is represented when we write the equation for a line, y = mx+c, where m is slope and c is the y-intercept.

The given equation is y=700x+38,000 to predict his annual salary, y, after x years.

In the given equation, y-intercept is 38,000.

Therefore, the y-intercept is n intercept is a point on the y-axis, through which the slope of the line passes and the y-intercept of the given equation is 38,000.

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Answer:

98 1/2

Step-by-step explanation:

98.5 = 197/2 = 98 1/2

Hope that helps

The zeros at the end of a number can be significant if it contains decimal point only if the digit next to or at the end of the number (of decimal point) is a significant number.

Significant numbers of a given number are those digits that can convey the meaning of the number or what it stands for (measures as) according to its accuracy.

All non-zero numbers are significant numbers irrespective of the fact where they are positioned, that is they can be positioned before or after a decimal (also before or after a zero).

All zeros are not significant numbers and whetehr they are to be called significant numbers or depend on the fact where they are positioned and whether they convey any meaning (or value ) of the number. If the zeros are between two non zero significant digits then zero is also considered as a significant number.

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Answer:

Five pizzas and twenty five hamburgers.

Step-by-step explanation:

5 (pizzas) times 5 is 25. That would be the total amount of hamburgers, because 5×5=25

30 (total) - the 25 hamburgers= 5 pizzas

Hope this helps

Answer:

Pizza = x

Ham = 5x

x + 5x = 30

6x = 30

x = 5

pizza = 5

ham = 5x5 = 25

Step-by-step explanation:

hope its helps!

Answer:

$815

Step-by-step explanation:

Given data

Principal= $500

Rate= 9%

TIme= 7 years

The simple interest formula is

A=P(1+rt)

substitute

A= 500(1+0.09*7)

A=500(1+0.63)

A= 500*1.63

A=$815

Answer:

69.1 ft

Step-by-step explanation:

A circle has 360 degrees.

The arc we are finding the length of is 330 degrees.

Its length is 11/12 of the circle's total circumference. (330/360=33/36=11/12)

Let's find the circumference of the entire circle.

Circumference is πd.

The radius of the circle is 12ft.

Diameter is double of radius.

12*2=24

The diameter is 24.

Plug that in.

24π=75.36 when using 3.14 for π

Multiply that by 11/12.

11/12*75.36=69.08

Round 69.08 to nearest tenth.

69.1

Keywords:

Circle

Circumference

Arc

Diameter

Radius

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Answer:

L.C.M of 432 and 486: 3888

H.C.F of 432 and 486: 54

Step-by-step explanation:

Answer:

See below

Step-by-step explanation:

Integrating a function basically means you are taking the inverse of finding a derivative of the function. Integration is used to find the area under a curve or multiple curves, or even volume.

For instance, \(\int\limits^ {}2x \, dx=x^2+C\) because the derivative of \(x^2\) is \(2x\).

The set of real numbers includes both rational and irrational numbers.


1. Real numbers: Real numbers include all rational and irrational numbers. They can be represented on a number line and are not limited to whole numbers or integers.

2. Rational numbers: Rational numbers are numbers that can be expressed as a fraction or a ratio of two integers. They can be written in the form a/b, where a and b are integers and b is not equal to 0. For example, 3/4, -2/5, and 0.6 are all rational numbers.

3. Irrational numbers: Irrational numbers are numbers that cannot be expressed as a fraction or a ratio of two integers. They cannot be written in the form a/b. Examples of irrational numbers include √2, π (pi), and e.

Therefore, the set of real numbers includes both rational and irrational numbers.

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Answer:

2 1 2 1

Step-by-step explanation:

The answer of the given question based on the area of kite is ,  the area of the kite is 60unit².

A diagonal is a straight line connecting two non-adjacent vertices of a polygon or a polyhedron. In other words, it is a line segment that connects two corners of a shape that are not next to each other.

Diagonals play an important role in geometry, as they can be used to determine various properties of shapes. For instance, the length of the diagonal of a rectangle can be used to find its area and perimeter, and the length of the diagonal of a cube can be used to find its volume and surface area.

To find the area of a kite, we need to know the lengths of its two diagonals. Let d1 and d2 be  length of  two diagonals of  kite.

In this case, we know that the two diagonals have lengths 15 and 8. Let's label them as d1 = 15 and d2 = 8.

The area of kite can be calculated using formula:

Area = (1/2) x d1 x d2

Substituting  values of d1 and d2, we will get:

Area = (1/2) x 15 x 8

Area = 60

Therefore, the area of the kite is 60unit².

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2/5th of a number is 40% of that number.

In order to calculate the percentage of a given number that is equal to 2/5 of that number, we must first convert the fraction to percentage form, which is as follows:

= 2/3 * 100

= 0.4 * 100

= 40%

We will use the following example to validate the aforementioned process:

Assume that it is 50.

First, 2/5 of 50 equals 2/5 * 50, or 20.

Second, 40% of 50 equals 40/100 * 50 = 0.4 * 50 = 20.

The equality of the two results is evident.

2/5 of a number is therefore 40% of that number.

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The question is incomplete;

\dfrac25 start fraction, 2, divided by, 5, end fraction of a number is what percentage of that number?

Lim R→∞ ∫⁰R x³dx = lim R→∞ [R⁴/4] = ∞Since both integrals evaluate to infinity, the overall value of the integral is long answer.

Given an improper integral as follows; ∫−[infinity][infinity]x³dx.To evaluate this integral, we would have to use the integral's definition as follows;∫a→b f(x) dx = lim R→∞ ∫a→R f(x) dx + ∫−R→b f(x) dxAnd also recall the following limits which would be helpful;lim x→∞ 1/x^p = 0 when p > 0lim x→0 1/x^p = ∞ when p > 0We will evaluate this integral by splitting it into two separate integrals. The first integral would be from negative infinity to zero, while the second would be from zero to infinity.

The integrals can be represented as follows;∫-∞⁰ x³dx + ∫⁰∞ x³dxTherefore,∫-∞⁰ x³dx can be evaluated as follows;lim R→∞ ∫-R⁰ x³dxLet us evaluate the integral above;∫-R⁰ x³dx = [x⁴/4]₀¯R = 0 - [(-R)⁴/4] = R⁴/4Therefore,lim R→∞ ∫-R⁰ x³dx = lim R→∞ [R⁴/4] = ∞∫⁰∞ x³dx can be evaluated as follows; lim R→∞ ∫⁰R x³dxLet us evaluate the integral above;∫⁰R x³dx = [x⁴/4]₀R = R⁴/4

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The value of limit is,

Lim R→∞ ∫⁰R x³dx = Lim R→∞ [R⁴/4] = ∞

Given an improper integral as follows;

∫ (from - ∞ to ∞) x³dx.

To evaluate this integral, we would have to use the integral's definition as follows;

∫a→b f(x) dx = lim R→∞ ∫a→R f(x) dx + ∫−R→b f(x) dx

And also recall the following limits which would be helpful;

lim x→∞ \(\frac{1}{x^{p} }\) = 0 when p > 0

lim x→0 \(\frac{1}{x^{p} }\) = ∞ when p > 0

We will evaluate this integral by splitting it into two separate integrals.

The first integral would be from negative infinity to zero, while the second would be from zero to infinity.

The integrals can be represented as follows;

∫-∞⁰ x³dx + ∫⁰∞ x³dx

Therefore, ∫-∞⁰ x³dx can be evaluated as follows;

lim R→∞ ∫-R⁰ x³dx

Let us evaluate the integral above;

∫-R⁰ x³dx = [x⁴/4]₀¯R

              = 0 - [(-R)⁴/4]

              = R⁴/4

Therefore, lim R→∞ ∫-R⁰ x³dx = lim R→∞ [R⁴/4] = ∞∫⁰∞ x³dx can be evaluated as follows;

lim R→∞ ∫⁰R x³dx

Let us evaluate the integral above;

∫⁰R x³dx = [x⁴/4]₀R = R⁴/4

So, The value of limit is,

Lim R→∞ ∫⁰R x³dx = Lim R→∞ [R⁴/4] = ∞

Since, both integrals evaluate to infinity, the overall value of the integral is long answer.

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\( \sf{• \: An  \: electric \:  heater \:  draws  \: a  \: current  \: of  \: 5  \: ampere \:  from \:  220  \: volt \:  supply.}\)

\( \\ \)

\( \sf• \: ( a)  \: lts  \: resistance.\)

\( \sf• \: (b) \:  electrical  \: energy  \: consumed  \: in \:  kwh \:  if  \: it  \: is  \: used  \: for \:  4  \: hours.\)

\( \\ \)

\(\huge\bf{ \underline{ Solution :-}}\)

\( { \boxed{\bf{(a)}}}\)

\( \sf•  \: Current  \: (I) = 5 \: A\)

\( \sf• \: Voltage \: (V) = 220 \: v\)

\( \bf \red{\bigstar{\: Formula \:  of \:  Resistance \: (R) =  \frac{V}{I} }}\)

\( \sf \rightarrow  R = \frac{220}{5} \)

\( \sf \rightarrow R =44\)

\( \bf{Hence,  \: it's  \: resistance \:  is  \:  \: 44 \:  Ω \: .}\)

\( \\  \\ \)

\( { \boxed{\bf{(b)}}}\)

\( \sf•  \: Current  \: (I) = 5 \: A\)

\( \sf• \: Voltage \: (V) = 220 \: v\)

\( \bf \red{\bigstar{\: Formula  \: of \:  Electric  \: Power \:  (P) = IV  }}\)

\( \sf \rightarrow P = (5  \times 220) \)

\( \sf \rightarrow P = 1100 \:\)

\( \\ \)

\( \sf \therefore \: P = 1100 \: watt\)

\( \sf{• \: Time  \: (t) = 4  \: hours }\)

\( \bf \red{\bigstar{ \: Formula  \: of  \: Energy  \: (W) = Pt}}\)

\( \sf \rightarrow W= 1100  \times  4\)

\( \sf \rightarrow W = 4400\)

\( \sf \rightarrow W  =  \frac{4400}{1000} \)

\( \sf \rightarrow W  =  4.4\)

\( \sf \therefore W  =  4.4 \: kwh\)

\( \bf{Hence,  \: Electrical  \: Energy \:  is \:  4.4  \: kwh.}\)

(a) The firm's output supply function is given by q = (p + 199) / 2.

(b) The market-equilibrium price is $32.56, and the equilibrium number of firms is 10.

(c) Each firm sells 70 computers in the long run.

(39 - 0.009q) = (2q - 2) / q

Simplifying the equation, we find:

q = (p + 199) / 2

This represents the firm's output supply function.

p = 39 - 0.009((p + 199) / 2)

Simplifying and solving for p, we get:

p ≈ $32.56

Substituting this price back into the output supply function, we find:

q = (32.56 + 199) / 2 ≈ 115.78

Given that each firm produces 70 computers in the long run, we can calculate the equilibrium number of firms:

Number of firms = q / 70 ≈ 10

70 * 10 = 700

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so in the template above for a conic, the defining components are the coefficients A and C

If either A=0 or C=0, then the equation is a parabola

if A=C, then we have a Circle

if either A or C is negative, and A≠C, then we have a hyperbola

if A and C are both positive or both negative, and A≠C, then we have an ellipse.

Answer:

I am unable to see the photo

Step-by-step explanation:

Can you tell me the question?

The addition property of equality was used to solve this equation. option A is correct.

A solution is given we have to determine the solution contains which property of equality.

In mathematics, it deals with numbers of operations according to the statements. There are four major arithmetic operators, addition, subtraction, multiplication and division,

Here,
x − 5 = -14

x − 5 + 5 = -14 + 5

x = -9

We can see, in step 2 5 is added to both sides of an equality, which implies the property of additions.

Thus, the addition property of equality was used to solve this equation. option A is correct.

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