Someone please help me with this :3

Applying the logarithmic function, it is found that:

The age of a fossil with a proportion c of carbon 14 remaining is given by:

\(t(c) = -3970\ln{c}\)

If the fossil has 47% of carbon-14 remaining, we have that \(c = 0.47\), and thus:

\(t(0.47) = -3970\ln{0.47} = 2997\)

For a fossil that is 7000 years old, we have that \(t(c) = 7000\), and hence:

\(t(c) = -3970\ln{c}\)

\(\ln{c} = -\frac{3970}{7000}\)

\(e^{\ln{c}} = e^{-\frac{3970}{7000}}\)

\(c = 0.5671\)

A fossil that is 7,000 years old will have approximately 56.71% of its carbon-14 remaining.

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Answer:2998 Years

             17% of carbon

Step-by-step explanation:

edmentum and plato friendly double checked with multiple sources

Step-by-step explanation:

B^2+8b+7 is a quadratic expression. It can be factored as (b+7)(b+1).

To factor a quadratic expression, you can use the following steps:

1. Find two numbers that add up to the coefficient of the middle term (8) and multiply to the constant term (7).

2. Write the quadratic expression as a product of two binomials, with the two numbers you found in step 1 as the coefficients of the terms in each binomial.

In this case, the two numbers that add up to 8 and multiply to 7 are 7 and 1. So, we can factor B^2+8b+7 as follows:

(b+7)(b+1)

This means that B^2+8b+7 is equal to the product of (b+7) and (b+1).

Here is a step-by-step explanation of how to factor B^2+8b+7:

1. The coefficient of the middle term is 8.

2. The constant term is 7.

3. The two numbers that add up to 8 and multiply to 7 are 7 and 1.

4. Therefore, B^2+8b+7 can be factored as (b+7)(b+1).

Answer:

It’s the second option

Step-by-step explanation:

Answer:

pushin p

Step-by-step explanation:

pushin p

Answer:

-9

Step-by-step explanation:

5x+8-3x = -10

Combine like terms

2x+8 = -10

Subtract 8 to both sides

2x = -18

Divide both sides by 2

x = -9

Answer:

-9

Step-by-step explanation:

5x + 8 - 3x = -10

Combine like terms

2x + 8 = -10

Subtract 8 to both sides

2x = -18

Divide both sides by 2

x = -9

Answer:

A reflection and a dialation

Step-by-step explanation:

In this case a rotation is not nessasary, so I would suggest a reflection in the y-axis and a dialation to shrink the triangle to A'B'C'

So for the transformations that could have occurred to map ABC to A'B'C' you should choose the answer

a reflection and a dialation

The transformations that occurred to map ABC to A'B'C are: C. a reflection and a dilation

Thus, in the transformation shown, figure ABC was reflected over the y-axis and then dilated to give A'B'C'.

Therefore, the transformations that occurred to map ABC to A'B'C are: C. a reflection and a dilation

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Out of the 400 surveyed students, 327 were either seniors or commuters.

To find the number of students who were either seniors or commuters out of the 400 surveyed students, we need to add the number of seniors and the number of commuters while avoiding double-counting those who fall into both categories.

According to the information given:

There were 262 seniors.

There were 215 commuters.

150 of the seniors were also commuters.

To avoid double-counting, we need to subtract the number of seniors who were also commuters from the total count of seniors and commuters.

Seniors or commuters = Total seniors + Total commuters - Seniors who are also commuters

= 262 + 215 - 150

= 327

Therefore, out of the 400 surveyed students, 327 were either seniors or commuters.

It's important to note that in this calculation, we accounted for the overlap between seniors and commuters (150 students who were both seniors and commuters) to avoid counting them twice.

This ensures an accurate count of the students who fall into either category.

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The function m(x) = 2tan(3x+4) is obtained by applying a sequence of transformations to the parent tangent function.

To determine the sequence of transformations, let's break down the given function:

1. Inside the tangent function, we have the expression (3x+4). This represents a horizontal compression and translation.

2. The coefficient 3 in front of x causes the function to compress horizontally by a factor of 1/3. This means that the period of the function is shortened to one-third of the parent tangent function's period.

3. The constant term 4 inside the parentheses shifts the function horizontally to the left by 4 units. So, the graph of the function is shifted to the left by 4 units.

4. Outside the tangent function, we have the coefficient 2. This represents a vertical stretch.

5. The coefficient 2 multiplies the output of the tangent function by 2, resulting in a vertical stretch. This means that the graph of the function is stretched vertically by a factor of 2.

In summary, the sequence of transformations applied to the parent tangent function to create the function m(x) = 2tan(3x+4) is a horizontal compression by a factor of 1/3, a horizontal shift to the left by 4 units, and a vertical stretch by a factor of 2.

Example:
Let's consider a point on the parent tangent function, such as (0,0), which lies on the x-axis.

After applying the transformations, the corresponding point on the function m(x) = 2tan(3x+4) would be:
(0,0) -> (0,0) (since there is no vertical shift in this case)

This example helps illustrate the effect of the transformations on the graph of the function.

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Answer:

\( \frac{3}{6} \)

Answer:

<2.5 oz.

Step-by-step explanation:

The certain size of the underweight egg is not specified, so this equation most likely solves the problem

Answer:

I think answer is <2.5 oz.

Answer:

16 Hours your welcome

Based on the information, the Stafford loan will have a lower balance by $527.14 at the time of repayment

Using the formula for compound interest, the total cost of the loan can be calculated as follows:

Total cost of Stafford loan = $11,650 x (1 + 0.0595/12)^(12*0.5) = $12,652.14

Total cost of PLUS loan = $12,436.41 x (1 + 0.0655/12)^12 = $13,179.28

Therefore, the Stafford loan will have a lower balance at the time of repayment by $527.14 ($13,179.28 - $12,652.14).

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Answer:

The area of the triangle is 144.5cm

Step-by-step explanation:

You start with a 34cm by 17cm rectangle. It shows the amount of empty space on each side of the length of the triangle, so you start by subtracting those two numbers (7 and 10) from 34.

34-10-7=17

Next multiply the length of the triangle (17) by the width of the triangle (17)

17*17=289

Now to find the area of the triangle divide 289 in half because the number you have is representing the area of a full square and you only need half of that because it's a triangle.

289/2=144.5

You got this and I hope you have a wonderful day! Make sure to take breaks whenever you get stressed so you don't overwhelm yourself :)

(maybe try making some tea or going on a walk to clear your head and sort of relax if you can)

Using the pattern, n can represent the the increase of dots according to step.

In the given question we have to find what values make sense for n in this situation.

n is representing the number.

As we can see that there is a pattern given.

In the step 1 have 1 dot, in step 2 have 3 dots, in step 3 have 6 dots and in step 4 have 10 dots.

So if we see the pattern then according to number of step the dots increasing accordingly.

As In step 1 have 1 dot, in step 2, 2 dots increase, in step 3, 3 dots increase and in step 4, 4 dots increase.

So, n can represent the the increase of dots according to step.

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A paired t-test can be used to determine if there is a difference between the means of the two groups.

YES.

A paired t-test is appropriate for determining if there is a significant difference between the means of two groups when the data is paired or dependent. This test compares the means of two related samples to evaluate if the difference between them is statistically significant.

In a paired t-test, each observation in one group is paired or matched with a corresponding observation in the other group. The test examines the difference between the paired values and determines if that difference is significantly different from zero.

By calculating the t-statistic and comparing it to the critical values from the t-distribution, along with the degrees of freedom, we can assess if there is a significant difference between the means of the two groups.

Therefore, a paired t-test can be used to determine if there is a difference between the means of the two groups.

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Answer:

15t-94=103

Step-by-step explanation:

hav a nice day

Answer:

You already wrote the sentence, so im guessing that you want the equation...

(15)(t) - 94 = 103

Answer:

X follows binomial distribution with n=4, p=0.6, q= 0.4. To make the system function adequately, at least 2 components should work well.

Step-by-step explanation:

Hope this helps

Answer:

0.9728

Step-by-step explanation:

We have 2 options for the system to fail - no components work, or only one works.

The probability that no components work is:

\(0.2^4 = 0.0016\)

The probability that one SPECIFIC component works and the others failed is:

\(0.2^3 \cdot 0.8 = 0.0064\)

And because there's 4 components, the chance that EXACTLY ONE works but the others don't is:

\(4 \cdot 0.0064 = 0.0256\)

So we sum the probabilities:

\(P_{failure} = 0.0016 + 0.0256 = 0.0272\\P_{works} = 1 - P_{failure} = 0.9728\)

Answer:

B. 14,525

Step-by-step explanation:

If a tablet costs $35 and the school is purchasing tablets for every student, then the total cost to buy tablets for the whole school would be:

$35 x 415 = $14,525

Therefore, the answer is B. $14,525.

The solution for the equation x^2 - 10x = -100 is

The solution for the equation x^2 + 7x - 16 = 0 is

To complete the square for the equation x^2 - 10x = -100, we need to add and subtract  (b/2a)^2 = (10/2)^2 = 25 to both sides of the equation:

x^2 - 10x + 25 = -100 + 25

(x - 5)^2 = -75

x - 5 = ±√75i

x = 5 ± √(75)i

x = 5 ± 5√3 i

Therefore, the solutions are x = 5 + 5√3i and x = 5 - 5√3i.

For the equation x^2 + 7x - 16 = 0, we need to add and subtract (7/2)^2 = 49/4 to both sides of the equation:

x^2 + 7x + 49/4 - 49/4 - 16 = 0

(x + 7/2)^2 = 81/4

x + 7/2 = ±9/2

x = -7/2 ± 9/2

x = -8 or x = 1

Therefore, the solutions are x = -8 and x = 1.

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Answer: It takes 1/3 of a minute for each lap

Step-by-step explanation:

Answer:

Super idol di show lung domini ding shaw

Step-by-step explanation:

Super idol di show lung domini ding shaw

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Answer:

Plzzzz answer fast......

Answer:

correct

Step-by-step explanation:

y=x²

if you calculate the square of x, they all equal to Y

Answer:

Susie is correct

Step-by-step explanation:

The relationship between this function is that each x-value is being multiplied by a square of 2 to get the y-value.

-4²= 16

-2²=4

0²=0

2²=4

4²=16

6²=36

I hope this helps!

Answer:

Hi

Please mark brainliest ❣️

Thanks

Step-by-step explanation:

The answer is NO

Reason

x= 2 y= 1

Now input in the first inequality

y≤ -x + 4

1 ≤ -2 +4

1≤ 2 i.e 1 is less than two

Next inequality

y≤ x +1

1 ≤ 2 + 1

1≤ 3 i.e 1 is less than 3

But 1 is not equal to 3 and also not equal to 2

Hence our answer is NO

Georgia will need \(\(\boxed{333}\)\) square inches of cardboard to construct the square pyramid.

To calculate the amount of cardboard needed to construct the square pyramid, we need to find the surface area of each individual face and then add them together.

Given that the base of the pyramid is a square with side length \(\(b = 9\) inches\) and the height of the triangular sides is \(\(a = 14\) inches\), we can proceed as follows:

The surface area of the square base is \(\(b^2 = 9^2 = 81\)\) square inches.

Each triangular face has a base equal to the side length of the square base, \(\(b = 9\) inches\), and a height of \(\(a = 14\) inches\). Therefore, the surface area of each triangular face is \(\(\frac{1}{2} \times b \times a = \frac{1}{2} \times 9 \times 14 = 63\)\) square inches.

Since there are four triangular faces in a square pyramid, the total surface area of the triangular faces is \(\(4 \times 63 = 252\)\) square inches.

Adding the surface area of the square base and the total surface area of the triangular faces, we get \(\(81 + 252 = 333\)\) square inches.

Therefore, Georgia will need \(\(\boxed{333}\)\) square inches of cardboard to construct the square pyramid.

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total no. of tins = 21

no. of tins given to one man = 21/3 = 7 tins

total paint (taking full tin as y) = 7y +(½ × 7 y)

= 7y + 3.5 y = 10.5 y

amount of paint given to one man in terms of y = 10.5 y / 3

= 3.5y

so

man 1 will recieve 3 full tins and a ½ full tin

man 2 will recieve 3 full tins and a ½ full tin

man 3 will recieve 1 full tin and a 5 ½ tins

each man now have recieved equal amount of paint but not tins since we didn't distribute the empty tins let's distribute it such that each man in total ( including filled tins) recieve 7 tins

then your answer is

man 1 will recieve 3 full tins , a ½ full tin and 3 empty tins.

man 2 will recieve 3 full tins , a ½ full tin and 3 empty tins.

man 3 will recieve 1 full tin , 5 ½ tins and 1 empty tin.

attached a written working as well :)

hope you understood

mark as brainliest please

Step-by-step explanation:

Distance word problems are a common type of algebra word problems. They involve a scenario in which you need to figure out how fast, how far, or how long one or more objects have traveled. These are often called train problems because one of the most famous types of distance problems involves finding out when two trains heading toward each other cross paths.

In this lesson, you'll learn how to solve train problems and a few other common types of distance problems. But first, let's look at some basic principles that apply to any distance problem.

The basics of distance problems

There are three basic aspects to movement and travel: distance, rate, and time. To understand the difference among these, think about the last time you drove somewhere.

The distance is how far you traveled. The rate is how fast you traveled. The time is how long the trip took.

The relationship among these things can be described by this formula:

distance = rate x time

d = rt

In other words, the distance you drove is equal to the rate at which you drove times the amount of time you drove. For an example of how this would work in real life, just imagine your last trip was like this:

You drove 25 miles—that's the distance.

You drove an average of 50 mph—that's the rate.

The drive took you 30 minutes, or 0.5 hours—that's the time.

According to the formula, if we multiply the rate and time, the product should be our distance.

And it is! We drove 50 mph for 0.5 hours—and 50 ⋅ 0.5 equals 25, which is our distance.

What if we drove 60 mph instead of 50? How far could we drive in 30 minutes? We could use the same formula to figure this out.

60 ⋅ 0.5 is 30, so our distance would be 30 miles.

Solving distance problems

When you solve any distance problem, you'll have to do what we just did—use the formula to find distance, rate, or time. Let's try another simple problem.