Answer:
Matlab capacity to ascertain the surface territory of an inflatable
work surfaceArea = surfaceBalloon(Volume,M)
Step-by-step explanation:
% Matlab capacity to ascertain the surface territory of an inflatable
work surfaceArea = surfaceBalloon(Volume,M)
% compute R
cubeOfR = 3 * Volume * ones(1,length(M));
cubeOfR = cubeOfR ./(pi * (M+2));
R = power(cubeOfR,1/3);
% compute surface zone
power1 = power(M,2);
power1 = 1+ power1;
power1 = power(power1,1/2);
power1 = 2 + power1;
surfaceArea = pi .* power(R,2) .* power1;
end
% End of capacity
% Matlab content to utilize work surfaceBalloon to locate the surface zone of
% expand
clc;
V = 14000;
M = (0:10);
surfaceArea = surfaceBalloon(V,M);
plot(M,surfaceArea);
xlabel('M');
ylabel('Surface Area m^2');
ylim([2900 5000]);
title('M v/s Surface Area of an inflatable');
saveas(gcf,'surfaceAreaPlot','png'); % spare the chart
% end of primary content
Answer:
radius = ((3*Volume) ./ ((2+M).*pi)).^(1/3);
surfaceArea = pi .* radius.^2 .* (2+sqrt(1+M.^2));
Step-by-step explanation:
The OP didn't include this part, but the original problem has the equations written for you in the header. Here they are again:
A = [tex]\pi R^{2}[/tex](2 + [tex]\sqrt{1+M^{2} }[/tex])
V = [tex]\pi R^{3} (2+M)/3[/tex] where M = H/R
The problem is asking for the surface area of the balloon, but the only values that the user inputs are volume and M. We need to solve for the radius before we can complete the code. So, we can solve for R in one equation and plug it into the second equation.
Let's adapt the given equation V = [tex]\pi R^{3} (2+M)/3[/tex] and solve for R to get the equation for the radius.
V = [tex]\pi R^{3} (2+M)/3[/tex]
3*V = [tex]\pi R^{3} (2+M)[/tex]
[tex]\frac{3*V}{\pi (2+M)} = R^{3}[/tex]
R = [tex](\frac{3*V}{\pi (2+M)})^{1/3}[/tex]
Now, let's convert the equation for R to MATLAB code. Because we are using arrays, each operational symbol must be preceded by a "." unless it is a + or -.
R = [tex](\frac{3*V}{\pi (2+M)})^{1/3}[/tex]
radius = ((3*Volume) ./ ((2+M).*pi)).^(1/3);
Okay, so the hard part is done. The second line of code is easy: all you have to do is transform the given equation for surface area into MATLAB code while using the variable we named "radius" in the last step. Again, because we are performing operations with arrays, use "." in front of all operational symbols (except + and -).
A = [tex]\pi R^{2}[/tex](2 + [tex]\sqrt{1+M^{2} }[/tex])
surfaceArea = pi .* radius.^2 .* (2+sqrt(1+M.^2));
Putting it all together, your answer should be
radius = ((3*Volume) ./ ((2+M).*pi)).^(1/3);
surfaceArea = pi .* radius.^2 .* (2+sqrt(1+M.^2));
Jacksons rectangular bedroom has an area of 90 ft.². The area of his bedroom is nine times that of his rectangular closet. If the closet is 2 feet wide, what is its links?
The closet area is 1/9 of the bedroom area, so is (1/9)·(90 ft²) = 10 ft².
The width of the closet multiplied by the length is the area.
... length×(2 ft) = 10 ft²
... length = (10 ft²)/(2 ft) = 5 ft
The length of Jackson's closet is 5 ft.
5.1(3+2.2x)>-14.25-6(1.7x+4)
Answer:
(-2.5, ∞)
Step-by-step explanation:
You can add the opposite of the right side.
5.1(3 +2.2x) +14.25 +6(1.7x +4) > 0
15.3 +11.22x +14.25 + 10.2x +24 > 0 . . . eliminate parentheses
21.42x +53.55 > 0 . . . . . . . . . . . . . . . . . . collect terms
x + 2.5 > 0 . . . . . . . . . . . . . . . . . . . . . . . . .divide by the coefficient of x
x > -2.5 . . . . . . add the opposite of the constant
(- 2.5, ∞ )
distribute parenthesis on both sides of inequality and simplify
15.3 + 11.2x > - 14.25 - 10.2x - 24
15.3 + 11.2x > - 38.25 - 10.2x ( add 10.2x to both sides )
15.3 + 21.42x > - 38.25 ( subtract 15.3 from both sides )
21.42x > - 53.55 ( divide both sides by 21.42 )
x > - 2.5
solution x ∈ (- 2.5, ∞ )
How do I get this form?
Short answer: you don't.
The linear term in the numerator of the integral means the form shown is not applicable. Rather, you perform the integration using partial fraction expansion.
[tex]\displaystyle\int{\frac{5x+1}{25x^2+60x-13}}\,dx=\int{\frac{5x+1}{(5x-1)(5x+13)}}\,dx\\\\=\frac{1}{35}\int{\frac{5}{5x-1}}\,dx+\frac{6}{35}\int{\frac{5}{5x+13}}\,dx[/tex]
The integral is ...
... (1/35)ln|5x-1| +(6/35)ln|5x+13| +C
_____
If the numerator of your integral were a constant, then the fractions multiplying the separate partial fraction integrals would have the same magnitude and opposite signs. You would end with the difference of logarithms, which could be expressed as the log of a ratio as shown in your problem statement.
What is the median of this set of values? 6, 8, 10, 8, 4, 2, 12
The median is the middle number in order of the set of values:
2, 4, 8, 10, 12
8 is the median in the set of values!
Answer:
its 8
Step-by-step explanation:
No
What is the median of the box-and-whisker plot?
A) 36
B) 38
C) 42
D) 43
The median on any box plot is the little dot in the middle of the box so the answer is C)42. So where the line is in the middle of the box it is always going to be the median. The median is in the middle. You can also remember it like this Hey Diddle diddle the medians the middle you add and divide for the mean and the mode is the most.
Answer:
B) 38
Step-by-step explanation:
38 is the first (lower) quartile of the box-and-whisker plot.
Two perpendicular lines have opposite y-intercepts. The equation of one of these lines is y = mx + b. Express the x-coordinate of the intersection point of the lines in terms of m and b.
The x-coordinate of the intersection point of two perpendicular lines, one with equation y = mx + b and the other with equation y = -x/m - b, is given by x = 2b/(m + 1/m).
Explanation:Given two perpendicular lines, one has the equation y = mx + b. The y-intercept of this line is b, and the slope is m. The equation of the second line, which is perpendicular to the first, will have a negative reciprocal slope, -1/m, and for opposite y-intercepts, we'll assume its y-intercept to be -b. Thus the equation of the second line is y = -x/m - b.
For the intersection point, equal the y-values of the two equations: mx + b = -x/m - b. Simplify to obtain the x-coordinate of the intersection point:
mx + x/m = 2b or x(m + 1/m) = 2b. Therefore, the x-coordinate of the intersection point is x = 2b/(m + 1/m).
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To find the x-coordinate of the intersection point of two perpendicular lines with opposite y-intercepts, set the equations of the lines equal to each other and solve for x.
Explanation:To find the x-coordinate of the intersection point of two perpendicular lines with opposite y-intercepts, we need to find the equations of both lines. Let's assume the equation of one line is y = mx + b. Since the lines are perpendicular, the slope of the other line will be the negative reciprocal of m. Let's call the slope of the other line n. Therefore, the equation of the other line will be y = -nx + c, where c is the y-intercept of the second line. To find the x-coordinate of the intersection point, we can set the two equations equal to each other and solve for x:
mx + b = -nx + c
x(m + n) = c - b
x = (c - b)/(m + n)
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Which type of triangle is shown here?
Hi ArbogastMadyson,
Which type of triangle is shown here?
There are 6 types of triangle:
Right TriangleEquilateral TriangleIsosceles TriangleScalene TriangleObtuse TriangleAcute TriangleSince your triangle contains length in inches not degrees we will not use the 1st, 5th, and 6th clssifications.
Scalene Triangle - 3 unequal sides
Isosceles Triangle - 2 equal sides, 1 unequal,
Equilateral Triangle - 3 Equal Sides
In your image all 3 lengths are different.
Answer - Scalene Triangle
It would of been easier to search the definition of the answers up.
What describes a rational number? please be specific and show examples of the number ASAP!! XD
Which of the following is a solution to 2cos x + 1 = 0?
A.
60°
B.
120°
C.
210°
D.
300°
Answer:
B. 120
Step-by-step explanation:
2cos x + 1 = 0
2 cos x = -1
cos x = -1/2
x = cos^1(-1/2)
(cos inverse (-1/2))
x = 120°
Jake and erica were solving a system of equations. They both noticed that the two lines had the same slope. Jake said that because each line in the system had the same slope, the two lines had to be the same, which meant there were infinitely as many solutions to the solutions to the system. Erica disagreed, and said they ahould also look at the y-intercepts before determining how many solutions there were. Who is correct?
Answer:
Erica
Step-by-step explanation:
Two lines with the same (defined) slope will only have infinite solutions if their y-intercepts are the same. Otherwise, the number of solutions (points on both lines) is zero.
Since the 2 lines have the same slope, then the lines are parallel and never intersect. Thus there is no solution to the system of equations
Neither Jake nor Erica are correct.
Which value for the number makes this statement true? The quotient of a number and five is eight
Answer: The answer is 40
Step-by-step explanation:
HELP! WILL GIVE BRAINLIEST!
Use the figure to complete the transformations.
1. Reflect the triangle across the y-axis.
2. Reflect the image across the x-axis.
The final image is the same as what single transformation?
a reflection across the y-axis
a 180° rotation about the origin
a clockwise rotation 90° about the origin
If you actually do what the problem statement tells you to do, the answer falls into your lap.
The attachment shows the triangle reflected across the y-axis (blue), then across the x-axis (red). The red triangle is clearly equivalent to the original being rotated 180° about the origin.
The appropriate choice is ...
... a 180° rotation about the origin
_____
Algebraically, reflection across the y-axis negates the x-coordinate:
... (x, y) ⇒ (-x, y)
and reflection across the x-axis negates the y-coordinate:
... (x, y) ⇒ (x, -y)
Then, reflection across first one axis then the other will result in both coordinates being negated:
... (x, y) ⇒ (-x, -y)
This is precisely what happens when a figure is rotated 180° about the origin.
Answer:
A 180 rotation about the origin
I need help with this question
The only factorial expression that is shown properly evaluated is that of selection A.
_____
If you number the terms starting from 0 on the left, you find that 20 is term #3 on the row that has 6 as term #1. In combination notation, this would be
... 6C3 or C(6, 3)
It is computed as
... 6!/(3!·(6-3)!) = 6·5·4/(3·2·1) = 20
Given the graph of a line y=−x. Write an equation of a line which is parallel and goes through the point (8,2).
The slope of y = -x is m = -1. Thus, starting with the slope-intercept form y = mx + b, we substitute -1 for m, 8 for x and 2 for y, to determine the vaue of b:
2 = -1(8) + b, or 10 = b. Then the equation of the line parallel to y = -x and passing thru (8,2) is:
y = -x + 10.
Please help. Question in photo
Answer:
1/8
Step-by-step explanation:
The relations can be written as ...
... blue = (3/5)×shirt
... sale = (5/8)×blue
... medium = (1/3)×sale
Substituting, we get
... medium = (1/3)×((5/8)×((3/5)×shirt)) = (1·5·3)/(3·8·5) × shirt = (1/8)×shirt
_____
1/8 of the shirts in the shop are medium blue T-shirts on sale.
Graph f(x)=12x+2. Use the line tool and select two points to graph the line.
we have
[tex]f(x)=\frac{1}{2}x+2[/tex]
To graph the line find the x and y intercepts
we know that
The x-intercept is the value of x when the value of y is equal to zero
The y-intercept is the value of y when the value of x is equal to zero
so
Find the y-intercept
For [tex]x=0[/tex]
[tex]f(0)=\frac{1}{2}*0+2=2[/tex]
the y-intercept is the point [tex](0,2)[/tex]
Find the x-intercept
For [tex]y=0[/tex]
[tex]0=\frac{1}{2}x+2\\x=-4[/tex]
the y-intercept is the point [tex](-4,0)[/tex]
Using a graphing tool
Plot the points to graph the line
therefore
the answer in the attached figure
The graph of the linear function f(x) = 12x + 2 is attached below
What is the graph of a linear equation?The graph of a linear equation is a straight line when plotted on a coordinate plane. A linear equation can be written in the form:
y = mx + b
Where:
"y" represents the dependent variable (usually plotted on the vertical axis).
"x" represents the independent variable (usually plotted on the horizontal axis).
"m" is the slope of the line, which determines its steepness.
"b" is the y-intercept, which is the point where the line crosses the y-axis.
The graph of the linear equation f(x) = 12x + 2 is attached below;
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6th Grade Line Graph-will give brainliest
Help please! 17 points!
Which expression shows the distance on the number line between −12 and 8?
A. | − 12 − 8 |
B. | 8 − 12 |
C. | − 12 + 8 |
D. | − 12 − (−8) |
The answer would be A because the distance from 8 to 0 is 8 and the distance from 0 to -12 is 12 so 8+12 is 20
The vertices A(–2, –1), B(–3, 2), C(–1, 3), and D(0, 0) form a parallelogram. The vertices A’(–1, –2), B’(2, –3), C’(3, –1), and D’(0, 0) are the image of the parallelogram after a sequence of transformations. Which sequence of transformations could produce the image from the pre-image?
a reflection over the x-axis and then a reflection over the y-axis
a reflection over the y-axis and then a 90 degree clockwise rotation about the origin
a 90 degree clockwise rotation about the origin and then a reflection over the y-axis
a 90 degree counterclockwise rotation about the origin and then a reflection over the x-axis
In the attachment, the original parallelogram is shown in red. Its image is shown in blue. The purple parallelogram is the original reflected across the y-axis. You can see that it becomes the blue parallelogram if rotated 90° clockwise around the origin.
The appropriate choice is ...
... a reflection over the y-axis and then a 90 degree clockwise rotation about the origin
Answer:
B. a reflection over the y-axis and then a 90degree clockwise rotation about the origin
Step-by-step explanation:
I just did it, and all was well! :) :) :)
Describe the end behavior of the following function:
Answer:
The correct answer is that the function starts high and ends low.
Step-by-step explanation:
First we need to check for the highest power in a term. Since it is 5, which is an odd number, we know that they start and end in different places.
Next, we determine where it finishes based on the coefficient of that term, which is -1. Since it is negative, we know it finishes down. Since they are different, this means it starts up
Answer:
A ) The graph of the function start high and ends low .
Step-by-step explanation:
Given : f(x) = [tex]-x^{5} +x^{2} -x[/tex].
To find : Describe the end behavior of the following function.
Solution : We have given function
f(x) = [tex]-x^{5} +x^{2} -x[/tex].
We can see the Degree = 5 ( Odd) , Leading coefficient = negative .
By the End Behavior Rule : If the degree odd and leading coefficient is negative then the left side of graph would be up and right would be down.
Therefore, A ) The graph of the function start high and ends low .
help asap! will mark brainlyst
Answer:
The answer will be 3.55
Step-by-step explanation:
Answer:
3.55
Step-by-step explanation:
26.30 - 22.75 = 3.55
So, you got it right.
[tex]Echy[/tex]
what is the equation of a line, in point-slope form, that passes through (5, -3) and has a slope of 2/3? please help me
y + 3 = [tex]\frac{2}{3}[/tex] (x - 5)
the equation of a line in point- slope form is
y - b = m ( x - a )
where m is the slope and (a, b) a point on the line
here m =[tex]\frac{2}{3}[/tex] and (a,b) = (5 , - 3 )
y + 3 = [tex]\frac{2}{3}[/tex] (x - 5 ) ← in point-slope form
The equation of the line that passes through the point (5, -3) and has a slope of 2/3 is y = 2/3x - 19/3, using the point-slope form for the equation of a line.
Explanation:
The line that you're looking for can be represented using the point-slope form of a linear equation. This form is written as y - y1 = m(x - x1), where (x1, y1) are the coordinates of a point on the line and 'm' is the slope of the line. For a line that passes through the point (5, -3) and has a slope of 2/3, you replace x1 with 5, y1 with -3, and m with 2/3. So, the equation of the line becomes y - (-3) = 2/3(x - 5), which simplifies to y + 3 = 2/3x - 10/3. Further simplifying, we get y = 2/3x - 10/3 - 3, or y = 2/3x - 19/3.
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Find the first fourth and tenth terms of the arithmetic sequence described by the givin rule a (n) = -3 + (n -1) (-2.2)
- 3, - 9.6 and - 22.8
to generate the first, fourth and tenth term substitute n = 1, 4, 10 into the rule
a(1) = - 3 + 0 = - 3
a(4) = - 3 - 6.6 = - 9.6
a(10) = - 3 - 19.8 = - 22.8
In this figure, AB¯¯¯¯¯∥CD¯¯¯¯¯ and m∠6=75°.
What is m∠3?
m∠3 + m<6 = 180
Given: m∠6 = 75°
so
m<3 + 75°= 180°
m<3 = 105°
Answer:
Here is the answer! Hope I helped! Have a nice day! Really helpful for k12 users! And sorry I am late!!!!
Step-by-step explanation:
Given any linear equation, explain how to find the slope for a line that is perpendicular to the given equation. please help i suck in math :(
given a linear equation in slope- intercept form y = mx + c
where m is the slope and c the y -intercept
the slope of a line perpendicular to it is - [tex]\frac{1}{m}[/tex]
If equation is y = 2x + 3 ( with slope m = 2 )
then the perpendicular slope = - [tex]\frac{1}{2}[/tex]
adam is three years younger than twice bobs age. in 5 years adams age will be 8 years more than bobs age. what are their 2 ages
Adam will be 14, and it is 8 more than 6.
We have given that,
Adam is three years younger than twice bobs age. in 5 years Adams's age will be 8 years more than bobs age.
We have to determine the what are their 2 ages.
What is the age?The age of majority is the age when children legally become adults.
Adam is 9 years old and Bob is 6.
Twice Bob’s age is 12, and three years younger than that is 9.
If Adam is 9 now then in five years, Adam will be 14, which is 8 more than 6.
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Find absolute value of the following numbers -37, 2.987, 53, -2/3, -45
Drop all the minus signs (change them to +) to get your answers:
37, 2.987, 54, 2/3, 45
I need help with this problem, please help!!!
Answer:
Yes. (See below for explanation.)
Step-by-step explanation:
The number of servings is found by dividing the quantity available by the size of a serving. The quantity of punch is the sum of the quantities of the juices that go into the punch. The serving size of 3/4 cup is the same as 6 ounces, since a cup is 8 ounces. (3/4 × 8 oz = 6 oz)
The quantity available is (64 oz + 28 oz + 76 oz). The serving size is 6 oz. Since the units of numerator and denominator are the same, they cancel, leaving ...
... number of servings = (quantity available)/(serving size)
... = (64 +28 +76)/6 . . . . as shown in the problem statement
_____
It might not be obvious that the above ratio gives the number of servings. However, if you look at the real units, you see how it happens.
[tex]\dfrac{oz}{(\frac{oz}{serving})}= oz\dfrac{serving}{oz}=\dfrac{oz}{oz}serving=serving[/tex]
At a basketball game, student tickets are sold for $4.50 each.
a) Write an equation that models the income y from the sale of x student tickets.
b) How many student tickets must be sold to have $1125 in student ticket sales?
Show all work
7/10=x/100 Show work please
First you had to switch sides of equation form.
[tex]\frac{x}{100}= \frac{7}{10}[/tex]
Then you multiply by one-hundred from both sides of equation form.
[tex]\frac{x}{100}*100= \frac{7}{10}*100[/tex]
And finally, simplify by equation.
[tex]\frac{x}{100}*100=x[/tex]
[tex]\frac{7}{10}*100=70[/tex]
[tex]70*1=70[/tex]
[tex]x=70[/tex]
Final answer: [tex]\boxed{x=70}[/tex]
[tex]70/10=7[/tex]
[tex]70/7=10[/tex]
[tex]10*7=70[/tex]
[tex]7*10=70[/tex]
Hope this helps!
And thank you for posting your question at here on brainly, and have a great day.
-Charlie
x = 70
given [tex]\frac{7}{10}[/tex] = [tex]\frac{x}{100}[/tex] ( cross-multiply )
10x = 7 × 100 = 700 ( divide both sides by 10 )
x = [tex]\frac{700}{10}[/tex] = 70