Write the decimal as a mix number in simplest form. 2.8

Answer:

127x10^-3

Step-by-step explanation:

0.127=

\(127 \times {10}^{ - 3} \)

Answer:

Step-by-step explanation:

The second graph is the right one.  Note that when x = 1, y (the maximum) is 4, and that the x-intercepts are -3 and 1.

The x-intercepts are -3 and 1.

We have given,

A parabola has a maximum value of 4 at x = -1,

A y-intercept of 3, and an x-intercept of 1.

The maximum value of a graph is the point on the graph where the y-coordinate has the largest value.

A maximum graph is one that represents the largest value of the y-coordinate.

The second graph is the right one.

Note that when x = 1, y (the maximum) is 4,

and that , The x-intercepts are -3 and 1.

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Answer:

Circle.

Step-by-step explanation:

The cross section's 2D-shape is created by the part that is not filled in. In this case, the shape created takes the form of a circular shape, ∴ circle is your answer.

~

Parallel lines are two straight lines that never cross. For this to happen, the lines have to have the same slope.

In this case, the equation given is in what's called "slope-intersect" form. The general form of the slope intercept formula is y=mx + b where m is the slope of the line and b is the point on the Y-axis where the line crosses.

The equation given is y=5x+3 and since the 5 is in the place of m from the general equation, 5 is the slope. Since parallel lines have the same slope, 5 is the answer.

Slope-Intercept Form:

When we're given a linear equation we can immediately see if it's in the slope-intercept form if it follows the format  y=mx+b. As long as y does not have a coefficient the slope and y-intercept are the values of m and b.

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The slope intercept form of the required line is 2x - y = -8

What is equation of line in slope intercept form?

The most general form of equation of line in slope intercept form is given by y = mx + c

Where m is the slope of the line and c is the y intercept of the line.

Slope of a line is the tangent of the angle that the line makes with the positive direction of x axis.

If  \(\theta\) is the angle that the line makes with the positive direction of x axis, then slope (m) is given by

m = \(tan\theta\)

The distance from the origin to the point where the line cuts the x axis is the x intercept of the line.

The distance from the origin to the point where the line cuts the y axis is the y intercept of the line.

Slope of the line = 2

The line passes through (-8, -8)

Equation of the required line-

\(y - (-8)= 2(x - (-8))\\y + 8 = 2(x + 8)\\y + 8 = 2x + 16\\2x - y = 8 -16\\2x - y = -8\)

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Hexadecimal to decimal conversion is done by multiplying each digit of the hexadecimal number by 16ⁿ, where n is the place value of the digit and adding the results.

To convert a hexadecimal number to decimal, you must first determine the place value of each digit. The rightmost digit has a place value of 0, the second digit from the right has a place value of 1, and so on. Then, for each digit, multiply it by 16ⁿ and add the results.

For example, to convert the hexadecimal number  to decimal, you would first determine the place value of each digit

It is important to note that hexadecimal uses 16 distinct symbols (0-9 and A-F) to represent values 0-15, whereas decimal uses only 10 symbols (0-9).

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Answer:

7 would be the closest meter when rounded 7 times 3 is 21 so its one-off but the closest you can get so the answer is 7 meters

Step-by-step explanation:

I divided 22 by three because the way to solve for the area is length times width so it'd be area divided by width for length

If the price of good x increases, the demand curve for good Y to shift to the right.

Complement goods are defined as the goods that a consumer likes to consume with a given good. Example of goods like it , peanut butter and jelly.

Substitute goods are those goods that a consumer could consume instead of a given good. For example, peanut butter and almond butter. The Market Equilibrium is used to define the intersection between the demand and supply curve. In other words, the market equilibrium occurs when price and quantity are same.o

When the price of a substitute , x increases, the demand for the second good increases. That is to say, there is a positive relationship between these two variables. In other words the price of good x increased , the demand for x will increase because it is more attractive for consumers. Therefore, the demand curve of y all shifts to the right.

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The surface area obtained by rotating the curve y = x² from x = 0 to x = 8 about the y-axis is 2048π square units.

We are given that the curve y = x² is rotated from x = 0 to x = 8. So our range of integration is from x = 0 to x = 8.

To use the disk method, we need to express the curve in terms of y instead of x. For the equation y = x², we can rewrite it as x = √y.

The radius of each disk is the distance between the y-axis and the curve. Since we are rotating the curve around the y-axis, the radius will be the value of x for a given y. Therefore, the radius is x = √y.

The area of each disk can be found using the formula for the area of a circle, which is A = πr². In this case, the area is A = π(x²) = π(√y)² = πy.

To find the total surface area, we need to sum up the areas of all the disks. We integrate the area function πy with respect to y from y = 0 to y = 64 (since x = 8 corresponds to y = 64).

Surface Area = ∫(πy)dy from 0 to 64

= π∫y dy from 0 to 64

= π[y²/2] from 0 to 64

= π[(64²/2) - (0²/2)]

= π[2048]

= 2048π square units.

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Answer: A function is a relation between domain and range such that each value in the domain corresponds to only one value in the range. Relations that are not functions violate this definition. They feature at least one value in the domain that corresponds to two or more values in the range.

Step-by-step explanation:

The number of ways of selecting the four students out of nine students for attending the conference is equals to the 126 from using the combination formula.

The number of combinations of n things taken r at a time is determined by the combination formula. It is the factorial of n, divided by the product of the factorial of r and the factorial of the difference of n and r respectively. Mathematically, it can be written as \(ⁿCᵣ= \frac{ n!}{r! ( n - r)!}\)

Now, we have number of students majoring in Mathematics = 4

Number of students majoring in chemistry = 5

So, total number of students majoring = 9

Four students are selected to attend conference. Here, n = 9, r = 4 so,

Number of ways to any four can attend =

\( 9C_4 = \frac{ 9!}{4! ( 9 - 4)!}\)

\(= \frac{ 9×8×7×6×5!}{4! 5!}\)

\(=\frac{ 9×8×7×6}{4×3×2}\)

= 18× 7 = 126

Hence, required value is 126.

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Answer:

-19

Step-by-step explanation:

-19 is the absolute value of 19

hope this helps

Answer:

sum = +13

Step-by-step explanation:

The possible factors of 48 are

{1,2,3,4,6,8,12,16,24,48}

Of these, the pair 3,16 gives a sum of 19 and a product of 48.

We are given that 16 (greater absolute value) is positive, so 3 is negative.

The sum of the two is therefore 16-3 = 13

Answer: f(1)=0

Step-by-step explanation:

f(x)=1-x

f(1)=1-1

f(1)=0

The five guiding principles of the learning model are

1. Inquiry-based learning
Inquiry based learning is the process of asking questions and seeking answers. Inquiry based learning encourages students to explore,investigateand draw their own concusions. This type od learning encourges students to think critically and become more engaged in thier learning.

2.Student-centered learning
student-centered learning puts the emphasis on the student and what they need to learn. The focus is on students individual learning styles and thier interest.The teacher is more of a facilitator than a lecturer.

3.Collaborative learning
Collaborative learning is when students work together in groups to complete tasks or projects. This type of learing encourages students to share thier ideas and insights and lear from each other.

4.Experiental learning
Experiental learning is when students lear by doing.This type of learning emphasizes hand-on activities and encourages students to apply thier learning in real world situations.

5.Reflective learning
Reflective learning encourages students to think deeply about their learning and to reflect on their experiences.this type of learning allows students to think critically and gain insight into their own learning process.

These five principles provide a framework for designing effective learning experiences that are tailored to the individual needs and interests of each student.

They focus on engaging students in the learning process and helping them to become more independent learners. By incorporating these principles into the learning model, teachers can create an environment that encourages students to explore, ask questions, and collaborate with their peers.

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The five guiding principles of the learning models that are commonly emphasized are:

Active Engagement, Relevance, Feedback, Collaboration, Reflection

Active Engagement: Learning is more effective when learners are actively engaged in the process, rather than being passive recipients of information. This can include activities such as problem-solving, discussion, and hands-on experimentation.

Relevance: Learning is more effective when it is relevant to the learner's interests, goals, and prior knowledge. Making connections between new information and existing knowledge can help learners remember and apply what they have learned.

Feedback: Learning is more effective when learners receive timely and specific feedback on their progress. This can help learners identify areas where they need to improve and adjust their learning strategies accordingly.

Collaboration: Learning is often enhanced by collaboration with others. Working with peers can provide opportunities for discussion, feedback, and the sharing of knowledge and ideas.

Reflection: Learning is more effective when learners take the time to reflect on what they have learned and how it applies to their own lives and goals. Reflection can help learners solidify their understanding and make connections between different concepts.

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Domain: {x | x is a real number}

Option D, "{x | x is a real number}" accurately represents the domain of the function.

The domain of the step function f(x) = [2x] - 1, where [2x] represents the greatest integer less than or equal to 2x, can be determined by considering the restrictions on the input values.

In this case, the step function is defined for all real numbers. However, the greatest integer function imposes a restriction. Since the greatest integer function only outputs integers, the input values (2x) must be such that they produce integer outputs.

For any real number x, the greatest integer less than or equal to 2x will always be an integer. Therefore, the domain of the function f(x) = [2x] - 1 is:

Domain: {x | x is a real number}

Option D, "{x | x is a real number}" accurately represents the domain of the function.

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volume= 16/3, A coordinate plane is a graphing and description system for points and lines. A vertical (y) axis and a horizontal (x) axis make up the coordinate plane. There are four quadrants in the coordinate plane. The point where these lines connect is called the origin (0, 0).

limits

z= 0 to z = 4-y-2x

y= 0 to y = 4- 2x

x= 0 to x= 2

volume

v= \(\int\limits^2_0 \int\limits^4_0 \int\limits^4_0 dzdydx\)

v= \(\int\limits^2_0 \int\limits^4_0 (4-y-2x) dydx\)

v= \(\int\limits^2_0 ( 4y- y^{2} / 2 - 2xy) ^4^-^2^x _0\)

dx= \(\int\limits^2_0 [ 16-8x - 16+ 4x^2 - 16x / 2 - 8x+ 4x^2 ] dx\)

v= \(\int\limits^2_0 [ 8+ 2x^2- 8x] dx\\\)

= [ 8x + 2x^3 / 3 - 8x^2 / 2 ] ^2_0

= [16+ 16/3- 16]

v= 16/3

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Complete Question

Question: Sketch The Tetrahedron Enclosed By The Coordinate Planes And The Plane 2x+Y+Z=4. Use A Triple Integral To Find The Volume Of The tetrahedron

Answer:

y=2x+3

x=(-1)

y=-5x+6

x=1

Step-by-step explanation:

Just find x in the equation

Answer:

1904.60

Step-by-step explanation:

pv=1500

interest=4/4

interest=1

n=6*4

n=24

Fv?

fv=pv(1+r/n)^nt

Answer:

ifyfyfjfjfivkhbkbmhkbkvkvk

Answer:

30:50 OR Can reduce it to 3:5

Step-by-step explanation:

30: 50 OR 3.5

Answer:

3 : 5

Step-by-step explanation:

The x-component of the force on the particle is 0.95 N.

The x-component of the force on the particle is calculated by applying the following formula as shown below.

Fx = (mvₓ)/t

where;

The x component of the particle's velocity is calculated as;

vₓ = Δx/Δt

where;

vₓ = ( 0.89 m - 0 m ) / (418 μs - 0 s )

vₓ = ( 0.89 m ) / ( 418  x 10⁻⁶ s )

vₓ = 2,129.2 m/s

The x-component of the force on the particle is calculated as;

Fx = (mvₓ)/t

Fx = ( 7.8 x 10⁻⁸ x 2,129.2 ) / ( 174.3 x 10⁻⁶ )

Fx = 0.95 N

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The complete question is below:

A charged particle of mass m = 7.8X10-8 kg, moving with constant velocity in the y- direction enters a region containing a constant magnetic field B = 3.5T aligned with the positive z-axis as shown. The particle enters the region at (x,y) = (0.89 m, 0) and leaves the region at (x,y) = 0, 0.89 m a time t = 418 us after it entered the region.

Out of the given options, the answer that satisfies the inequality is B (s l s < 90).To solve the inequality 1/3s - 6 < 24, we can start by isolating the variable s.

First, add 6 to both sides of the inequality to eliminate the -6 term:
1/3s - 6 + 6 < 24 + 6
1/3s < 30

Next, to get rid of the 1/3 coefficient in front of s, multiply both sides of the inequality by 3:
3 * (1/3s) < 30 * 3
s < 90

So, the solution to the inequality 1/3s - 6 < 24 is s < 90.

Therefore, out of the given options, the answer that satisfies the inequality is B (s l s < 90).

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The conclusion in the argument is "the good, according to Plato, is that which furthers a person's real interests." which it is the correct answer.

In a well-structured argument, the conclusion is what the argument aims to prove.

The conclusion can be located at the beginning or end of the argument, and it should always be precise, clear, and understandable.

The conclusion in the argument above is that "the good, according to Plato, is that which furthers a person's real interests."

The argument tries to explain that the good in Plato's philosophical teachings is a thing that advances a person's genuine interests.

The statement "it follows that" is the premise that links the argument with the conclusion.

The premise and the conclusion have a relationship of cause and effect, and this implies that the argument's conclusion is "the good, according to Plato, is that which furthers a person's real interests."

Therefore, the right option is: the good, according to Plato, is that which furthers a person's real interests.

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The sign before the blank is "+" (Example: +300). (b) The value of the portfolio with European put options increases as the stock price decreases, providing a protective benefit to the overall portfolio.

The sign before the blank is "+" (Example: +300).

(b) The value of the portfolio with European put options increases as the stock price decreases. The put options provide a protective benefit to the portfolio, as they allow the holder to sell the stock at a predetermined price (strike price).

When the stock price is below the strike price, the put options become valuable as they enable the investor to sell the stock at a higher price than the market value. However, if the stock price is above the strike price, the put options have no value and do not contribute to the portfolio's overall worth.

Therefore, the benefit of the put options is realized when the stock price is below the strike price, and it diminishes as the stock price rises above the strike price.

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The total surface area of the composite shapes are 69 square cm, 63 square cm and 108 square yd

The surface area of composite shapes can be found by breaking the composite shape down into simpler shapes and then finding the surface area of each individual shape.

Once the surface areas of all the individual shapes are found, they can be added together to find the total surface area of the composite shape.

Figure 1

Here, we have

Area = Area of rectangle + square

So, we have

Area = 5 * 5 + 4 * 11

Area = 69 square cm

Figure 2

Here, we have

Area = Area of  square + triangle

So, we have

Area = 7 * 7 + 1/2 * 7 * 4

Area = 63 square cm

Figure 3

Here, we have

Area = Area of rectangle + square

So, we have

Area = 12 * 6 + 6 * 6

Area = 108 square yd

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Answer:

please rephrase i wont be able to help if u dont rephrase

Step-by-step explanation:

Answer:

why a a a a a a a a  a a

Step-by-step explanation:

Option D. The U.S. offers a better deal is the correct optionbfor a pen is priced at £50 in Britain and $70 in the United States, with an exchange rate of £1 = $1.50.

A trader would not make money by buying the pen in Britain and selling it in the United States because the cost of the pen is higher in Britain even after accounting for the exchange rate.

To determine which option is correct, we need to compare the cost of the pen in Britain and the United States, taking into account the exchange rate.

Given:

Cost of the pen in Britain = £50

Exchange rate = £1 = $1.50

Cost of the pen in the United States = $70

To compare the prices, we need to convert the cost of the pen in Britain to dollars using the exchange rate:

Cost of the pen in Britain = £50

Cost of the pen in dollars = £50 * $1.50 = $75

Now, we can compare the cost of the pen in the United States and the converted cost in Britain:

Cost of the pen in the United States = $70

Cost of the pen in Britain (converted to dollars) = $75

Comparing these values, we can see that the cost of the pen in Britain, even after converting it to dollars, is higher than the cost of the pen in the United States.

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The complete question is:

A pen is priced at £50 in Britain and $70 in the United States, with an exchange rate of £1 = $1.50. Which statement is correct?

A. A trader can profit by purchasing the pen in Britain for £50 and selling it in the United States for $70.

B. The pricing is identical in both countries.

C. Britain provides a more favorable offer.

D. The United States offers a better deal.

The roots of the characteristic polynomial are the values that satisfy the polynomial.

What is a characteristic polynomial ?

In linear algebra, a polynomial that has the eigenvalues as roots and is invariant under matrix similarity is referred to as a characteristic polynomial of a square matrix. The equation created by equating the characteristic polynomial to zero is known as the characteristic equation.

Now the root of the characteristic polynomial are the values which satisfy the polynomial. it means that when this values are substituted in the equation we get the answer as 0.

Hence, The roots of the characteristic polynomial are the values that satisfy the polynomial.

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If  in a class of 70 students, 40 belong to the Red Cross Society:

(i) The Venn diagram can be drawn as follows:

          Red Cross Society

           /            \

          /              \

         /                \

        /                  \

       /                    \

      /                      \

     /                        \

    /                          \

   /                            \

  /____________________________\

 |                              |

 |                              |

 |         Both Societies       |

 |             (12)             |

 |                              |

 |______________________________|

              |

              |

Girls' Guild Society

(ii) To find the number of students belonging to the Red Cross Society only, we can subtract the number of students belonging to both societies from the total number of students in the Red Cross Society:

40 - 12 = 28

Therefore, 28 students belong to the Red Cross Society only.

(iii) To find the number of students who belong to at least one society, we can add the number of students in the Red Cross Society, the number of students in the Girls' Guild Society, and the number of students who belong to both societies:

40 + 27 - 12 = 55

Therefore, 55 students belong to at least one society.

(b) 0.07 x 0.6 x 0.014 x 0.03

= 2.352 x 10^-6

Therefore, the answer in standard form is 2.352 x 10^-6.

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