Answer:
you need 100ml of 5X TAE and 400ml of water.
Step-by-step explanation:
You need to use a rule of three:
[tex]C_1V_1=C_2V_2[/tex]
where:
[tex]\left \{ {{C_1= 5X} \atop {C_2=1X}} \right.[/tex]
and
[tex]\left \{ {{V_1 = V_{TAE}} \atop {V_2=500ml}} \right.[/tex]
Therefore:
[tex]V_{TAE} = \frac{V_2*C_2}{C_1}[/tex]
[tex]V_{TAE} = 100ml[/tex]
Then just rest the TAE volume to the final Volume and you get the amount of water that you need to reduce the concentration.
Answer:
Step-by-step explanation:
It shall be 100xl times the number of 1x tae
9 + 22 = x + 1
HALPP
Answer:
x = 30
Step-by-step explanation:
9 + 22 = x + 1
9 + 22 = 31
31 = x + 1
-1 -1
30 = x
x = 30
2. A random sample of 500 households was identified in a major North American city using the municipal voter registration list. Five hundred questionnaires went out, directed at one adult in each household, which asked a series of questions about attitudes regarding the municipal recycling program. Eighty of the 500 surveys were filled out and returned to the researchers. a. Can the 80 households that returned questionnaires be regarded as a random sample of households? Why or why not? b. What type of bias might affect the survey outcome?
Answer:
a. No, Returned questionnaires can't be regarded as a random sample of households.
b. Non Response Bias
Step-by-step explanation:
a. Among the 500 households only 80 responses to the survey. This type of sample can't be regarded as a random sample. Because it is possible that the question asked to people contain any embarrassing information that peoples refuse to answer the questionnaire.
b. This type of bias is known as Non-Response Bias.
Further, Non Response bias can be considered as, In conducting a survey some people did not respond to our survey, this sometimes affects our survey result very much.
For Example: It can happen that some people may refuse to participate in a survey, as the question asked to people contain personal detail or illegal activities or asking any embarrassing information, so people refused to participate in the survey. This non-response causes the results of the survey to be biased.
The dimensions of a nicotine transdermal patch system are 4.7 cm by 4.8 cm. Express these dimensions in corresponding inches if 1 inch is equivalent to 25.4 mm.
Answer:
1.85 inches by 1.89 inches.
Step-by-step explanation:
We have been given that the dimensions of a nicotine transdermal patch system are 4.7 cm by 4.8 cm.
First of all, we will convert given dimensions into mm.
1 cm equals 10 mm.
4.7 cm equals 47 mm.
4.8 cm equals 48 mm.
We are told that 1 inch is equivalent to 25.4 mm, so to find new dimensions, we will divide each dimension by 25.4 as:
[tex]\frac{47\text{ mm}}{\frac{25.4\text{ mm}}{\text{inch}}}=\frac{47\text{ mm}}{25.4}\times \frac{\text{ inch}}{\text{mm}}=1.85039\text{ inch}\approx 1.85\text{ inch}[/tex]
[tex]\frac{48\text{ mm}}{\frac{25.4\text{ mm}}{\text{inch}}}=\frac{48\text{ mm}}{25.4}\times \frac{\text{ inch}}{\text{mm}}=1.8897\text{ inch}\approx 1.89\text{ inch}[/tex]
Therefore, the corresponding dimensions would be 1.85 inches by 1.89 inches.
Final answer:
To convert the dimensions of a nicotine transdermal patch from centimeters to inches, multiply the centimeter measurements by 10 to get millimeters, and then divide by 25.4 to get inches. The patch measures approximately 1.85 inches by 1.89 inches.
Explanation:
The student is asking to convert the dimensions of a nicotine transdermal patch system from centimeters to inches.
Given that 1 inch equals 25.4 millimeters (mm), this can be done by first converting the dimensions from centimeters (cm) to millimeters and then from millimeters to inches.
Since 1 cm equals 10 mm, the dimensions of the patch in millimeters are 47 mm by 48 mm. To convert these dimensions to inches, we would divide each by 25.4 (since there are 25.4 mm in an inch).
So, the dimension in inches for the patch's length would be 47 mm / 25.4 mm/inch ≈ 1.85 inches, and its width would be 48 mm / 25.4 mm/inch ≈ 1.89 inches.
Therefore, the nicotine patch measures approximately 1.85 inches by 1.89 inches.
Which of the following sets are equal to {x | x > 9 and x < 2}
{2, 3, 4, 5, 6, 7, 8, 9}
{ }
{3, 4, 5, 6, 7, 8}
{3, 4, 5, 7, 8}
{4, 5, 6, 7, 8, 9}
Answer:
{ }
Step-by-step explanation:
There are no numbers that are both greater than 9 and less than 2. The expression describes the empty set.
At Lamppost Pizza there are four pizza toppings: pepperoni, sausage, mushrooms, and anchovies. When you order a pizza you can have as few or as many toppings you want from the above list. You can also choose to have none of the above. How many different kinds of pizza could you order?
Please help immediately!!! :(
Answer:
You could order 16 different kinds of pizza.
Step-by-step explanation:
You have those following toppings:
-Pepperoni
-Sausage
-Mushrooms
-Anchovies
The order is not important. For example, if you choose Sausage and Mushrooms toppings, it is the same as Mushrooms and Sausage. So we have a combination problem.
Combination formula:
A formula for the number of possible combinations of r objects from a set of n objects is:
[tex]C_{(n,r)} = \frac{n!}{r!(n-r!}[/tex]
How many different kinds of pizza could you order?
The total T is given by
[tex]T = T_{0} + T_{1} + T_{2} + T_{3} + T_{4}[/tex]
[tex]T_{0}[/tex] is the number of pizzas in which there are no toppings. So [tex]T_{0} = 1[/tex]
[tex]T_{1}[/tex] is the number of pizzas in which there are one topping [tex]T_{1}[/tex] is a combination of 1 topping from a set of 4 toppings. So:
[tex]T_{1} = \frac{4!}{1!(4-1)!} = 4[/tex]
[tex]T_{2}[/tex] is the number of pizzas in which there are two toppings [tex]T_{2}[/tex] is a combination of 2 toppings from a set of 4 toppings. So:
[tex]T_{2} = \frac{4!}{2!(4-2)!} = 6[/tex]
[tex]T_{3}[/tex] is the number of pizzas in which there are three toppings [tex]T_{3}[/tex] is a combination of 3 toppings from a set of 4 toppings. So:
[tex]T_{3} = \frac{4!}{3!(4-3)!} = 4[/tex]
[tex]T_{0}[/tex] is the number of pizzas in which there are four toppings. So [tex]T_{4} = 1[/tex]
Replacing it in T
[tex]T = T_{0} + T_{1} + T_{2} + T_{3} + T_{4} = 1 + 4 + 6 + 4 + 1 = 16[/tex]
You could order 16 different kinds of pizza.
find the unpaid balance on the debt after 5 years of monthly payments on $190,000 at 3% for 25 years
Answer:
the unpaid balance after the 5 years will be 125400.
Step-by-step explanation:
Given,
Principal amount, P = 190,000
rate,r = 3%
total time,t = 25 years
So, the total interest after 25 years will be,
[tex]I\ =\ \dfrac{P\times r\times t}{100}[/tex]
[tex]=\ \dfrac{190,000\times 3\times 25}{100}[/tex]
= 142500
amount will be paid in 3 years with same interest rate can be given by
[tex]I_p\ =\ \dfrac{P\times r\times t}{100}[/tex]
[tex]=\ \dfrac{190,000\times 3\times 3}{100}[/tex]
= 17100
So, the amount of interest to be paid= 142500 - 17100
= 125400
so, the unpaid amount of interest after the 5 years will be 125400.
Let C(x) represent the cost of producing x items and p(x) be the sale price per item if x items are sold. The profit P(x) of selling x items is P(x)=xp(x)-C(x) (revenue minus costs). The average profit per item when x items are sold is P(x)/(x) and the marginal profit is dP/dx. The marginal profit approximates the profit obtained by selling one more item given that x items have already been sold. Consider the following cost functions C and price function p.C(x)=-0.02x^2+40x+80, p(x)=100, a=500a) what is the profit function P.P(x)=?b) find the average profit function and marginal profit function.average profit function: P(x)/(x)=?marginal profit function: dP/dx=?c
Answer:
(a) Profit function P(x) = 0.02x^2+60x-80
(b) Average profit P(x)/x = P/x = 0.02x+60-80/x
Marginal profit dP/dx = 0.04x+60
Step-by-step explanation:
Cost function: C(x) = -0.02x^2+40x+80
Price function: p(x) = 100
(a) The profit function P(x) = x*p(x)-C(x) can be expressed as:
[tex]P=x*p-C\\P=x*100-(-0.02x^{2} +40x+80)\\P=0.02x^{2}+60x-80[/tex]
(b)Average profit function: P(x)/x
[tex]P/x=(0.02x^{2}+60x-80)/x\\P/x = 0.02x+60-80/x[/tex]
Marginal profit function: dP/dx
[tex]P=0.02x^{2}+60x-80\\dP/dx=0.02*2*x+60+0\\dP/dx=0.04x+60[/tex]
Final answer:
The problem involves calculating the profit, average profit per item, and marginal profit for selling x items based on a given cost and price function. By subtracting the cost function from the revenue, we obtain the profit function P(x) = -0.02x² + 60x + 80. The average profit and marginal profit functions further analyze profitability.
Explanation:
To solve the problem given, we need to start by finding the profit function P(x), which is obtained by subtracting the cost function C(x) from the revenue function, where the revenue is the sale price per item times the number of items sold (xp(x)). Given C(x) = -0.02x² + 40x + 80 and p(x) = 100, the profit function can be determined.
Next, the average profit function is found by dividing the profit function by x, and the marginal profit function, dP/dx, is the derivative of the profit function with respect to x, which provides an approximation of the profit gained by selling one more item after x items have been sold.
Profit Function
Substituting p(x) = 100 into P(x) = xp(x) - C(x), we obtain:
P(x) = x(100) - (-0.02x² + 40x + 80)
P(x) = -0.02x² + 60x + 80
Average Profit Function
The average profit per item for x items sold is:
P(x)/x = (-0.02x² + 60x + 80) / x
Decide whether the statement is true or false. The solution set of 2x-7=4x +9 is (-8) Choose the correct answer below O True ○ False
Answer:
2x - 4x -7 = 4x -4x + 9
-2x -7 +7 = 9 + 7
-2x ÷ (- 2 ) = 16 ÷ (-2)
x = -8
What is the principal square root of -4
Answer:
The principal square root of -4 is 2i.
Step-by-step explanation:
[tex]\sqrt{-4}[/tex] = 2i
We have the following steps to get the answer:
Applying radical rule [tex]\sqrt{-a} =\sqrt{-1} \sqrt{a}[/tex]
We get [tex]\sqrt{-4} =\sqrt{-1} \sqrt{4}[/tex]
As per imaginary rule we know that [tex]\sqrt{-1}=i[/tex]
= [tex]\sqrt{4} i[/tex]
Now [tex]\sqrt{4} =2[/tex]
Hence, the answer is 2i.
The population of Cook Island was always been modeled by a logistic equation with growth rate r=19 and carrying capacity N=8000, with time t measured in years. However, beginning in 2000, 9 citizens of Cook Island have left every year to become a mathematician, never to return. Find the new differential equation modeling the population of the island P(t) after 2000. Use P for P(t) and P' for P′(t)
The answer is P' = P/9(1-P/8000)-9
Answer:
[tex]P'(t) = 19P(1 - \frac{P}{8000}) - 9[/tex]
Step-by-step explanation:
The logistic equation is given by Equation 1):
1) [tex]\frac{dP}{dt} = rP(1 - \frac{P}{N})[/tex]
In which P represents the population, [tex]\frac{dP}{dt} = P'(t)[/tex] is the variation of the population in function of time, r is the growth rate of the population and N is the carrying capacity of the population.
Now for your system:
The problem states that the population has growth rate r=19.
The problem also states that the population has carrying capacity N=8000.
We can replace these values in Equation 1), so:
[tex]P'(t) = 19P(1 - \frac{P}{8000})[/tex]
However, beginning in 2000, 9 citizens of Cook Island have left every year to become a mathematician, never to return. So, we have to subtract these 9 citizens in the P'(t) equation. So:
[tex]P'(t) = 19P(1 - \frac{P}{8000}) - 9[/tex]
The correct differential equation modeling the population of Cook Island after 2000, taking into account the emigration of 9 citizens every year, is given by:[tex]\[ P' = \frac{P}{9}\left(1 - \frac{P}{8000}\right) - 9 \][/tex]
To derive this equation, we start with the standard logistic growth model, which is given by:
[tex]\[ P' = rP\left(1 - \frac{P}{K}\right) \][/tex]
where \( r \) is the intrinsic growth rate and [tex]\( K \)[/tex] is the carrying capacity of the environment. For the Cook Islands, we have [tex]\( r = 19 \) and \( K = 8000 \)[/tex].
However, since 9 citizens leave the island every year starting from 2000, we need to modify the logistic growth model to account for this emigration. The term representing the natural growth of the population remains the same, but we subtract 9 from the growth rate to represent the annual emigration:
[tex]\[ P' = rP\left(1 - \frac{P}{K}\right) - 9 \][/tex]
Substituting the given values of [tex]\( r \)[/tex] and [tex]\( K \)[/tex] into the equation, we get:
[tex]\[ P' = 19P\left(1 - \frac{P}{8000}\right) - 9 \][/tex]
Now, we need to adjust the growth rate [tex]\( r \)[/tex] to reflect the fact that the population is also decreasing due to emigration. Since the population decreases by 9 every year, we divide the growth rate by 9 to account for this decrease:
[tex]\[ P' = \frac{19P}{9}\left(1 - \frac{P}{8000}\right) - 9 \][/tex]
However, the growth rate should not be divided by 9, as this would incorrectly alter the per capita growth rate. The correct adjustment is to subtract the constant rate of emigration from the overall growth rate:
[tex]\[ P' = 19P\left(1 - \frac{P}{8000}\right) - 9 \][/tex]
Upon reviewing the provided answer, we see that the growth rate [tex]\( r \)[/tex]has been incorrectly divided by 9. The correct differential equation should not have the growth rate divided by 9. Therefore, the correct differential equation modeling the population of the island [tex]\( P(t) \)[/tex] after 2000 is:
[tex]\[ P' = 19P\left(1 - \frac{P}{8000}\right) - 9 \][/tex]
If you roll one die and flip one coin, what are all the possible outcomes?
Answer: [tex](1,T), (2,T), (3,T), (4, T), (5,T), (6,T)\\(1,H), (2,H), (3,H), (4, H), (5,H), (6,H)[/tex]
Step-by-step explanation:
The total outcomes on a die = {1,2,3,4,5,6}=6
The total outcomes on a coin = {Tails or Heads}=2
The number of possible outcomes =[tex]6\times2=12[/tex]
If you roll one die and flip one coin, then the possible outcomes are:
[tex](1,T), (2,T), (3,T), (4, T), (5,T), (6,T)\\(1,H), (2,H), (3,H), (4, H), (5,H), (6,H)[/tex]
Here T denotes for Tails and H denotes for heads.
You go to a car dealer and pick out a vehicle that costs $31,210 "out-the-door." Instead of paying all the cash upfront, you can put down an amount and finance the rest of the car loan. The money will be financed over 5 years at 4.5%. By hand, compute the following:
If you put down 15% of the car’s cost, what is the amount of the car loan?
Find the total amount paid for the car (including the down payment)
Answer:
Cost of car = $31,210
Now we are given that you put down 15% of the car’s cost.
So, Down payment = [tex]15\% \times 31210[/tex]
= [tex]\frac{15}{100} \times 31210[/tex]
= [tex]4681.5[/tex]
So, Amount of car loan = Total cost - Down payment
Amount of car loan =$31210 - $4681.5
=$26528.5
Thus Amount of car loan is $26528.5
Now To find the total amount of car
Principal = $26528.5
Rate of interest = 4.5%
Time = 5 years
[tex]A=P(1+r)^t[/tex]
[tex]A=26528.5(1+\frac{4.5}{100})^5[/tex]
[tex]A=33059.337533[/tex]
Total amount including down payment = $33059.337533+$4681.50 = $37740.837533
Hence the total amount paid for the car (including the down payment) is $37740.83
Martinez Company’s relevant range of production is 7,500 units to 12,500 units. When it produces and sells 10,000 units, its average costs per unit are as follows:
Average Cost per Unit
Direct materials $ 6.10
Direct labor $ 3.60
Variable manufacturing overhead $ 1.40
Fixed manufacturing overhead $ 4.00
Fixed selling expense $ 3.10
Fixed administrative expense $ 2.10
Sales commissions $ 1.10
Variable administrative expense $ 0.55
2. For financial accounting purposes, what is the total amount of period costs incurred to sell 10,000 units? (Do not round intermediate calculations.)
Answer:
$68,500
Step-by-step explanation:
The following costs are included in the period costs:
Fixed selling expense = $3.10
Fixed administrative expense = $2.10
Sales commissions = $1.10
Variable administrative expense = $0.55
Hence,
the total period costs incurred
= Sum of the above expenses × Total number of units sold
= ( $3.10 + $2.10 + $1.10 + $0.55 ) × 10,000
= $68,500
I need help in "Matlab' with how to "Create a column vector from 15 to -25 with a step size of 5"
Answer:
x=[15:-5:-25]'
Step-by-step explanation:
In order to create a vector you need to use this command:
x = [j:i:k]'
This creates a regularly-spaced vector x using i as the increment between elements. j is the initial value and k is the final value. Besides you need to add the character ' at the end in order to convert the arrow vector in a column vector
What is the yarn number* of a 60 grain/yd sliver in cotton hanks/lb?
Answer:
0.138 hanks/lb
Step-by-step explanation:
Given:
Silver = 60 grain/yd
Now,
1 hank = 840 yd
or
1 yd = [tex]\frac{\textup{1}}{\textup{840}}[/tex] hank
And,
1 lb = 7000 grain.
or
1 grain = [tex]\frac{\textup{1}}{\textup{7000}}[/tex] lb
Thus,
60 grain/yd = [tex]\frac{60\times\frac{1}{7000}}{1\times\frac{1}{840}}[/tex] lb/hanks
or
60 grain/yd = 7.2 lb/ hanks
or
[tex]\frac{\textup{1}}{\textup{7.2}}[/tex] hanks/lb
or
0.138 hanks/lb
What is 1/4 divided by 1/2, and create and solve a real-world word problem that uses the above division expression.
Answer:
1/4 divided by 1/2 equals 1/2
Real-world problem:
A constructor official knows that he needs 1/2 sack of cement to produce 10 blocks of concrete for a wall. The official only has 1/4 of the sack left and want to know how many blocks he can produce with this material.
Step-by-step explanation:
Since you know that 1/2 of the sack is needed to make 10 blocks, you can use this information to find the number of blocks that 1/4 of a sack can make. The question you want to answer is:
if [tex]\frac{1}{2}[/tex] of a sack produces 10 blocks, how may blocks [tex]\frac{1}{4}[/tex] of a sack can produce?
Using the Rule of Three you can solve
[tex]\frac{\frac{1}{4} }{\frac{1}{2}} =\frac{2}{4}=\frac{1}{2}[/tex]
Now you know that 1/4 of a sack can produce 1/2 the number of blocks that 1/2 of the sack can produces, this means that you can produce 5 blocks of concrete.
Answer:
if you have 1/4 of a rope and you need to give 7/16 to your friend how much rope did you give to your friend?
Step-by-step explanation:
what is the purpose of proof in mathematics?
The mathematical proofs are useful to show that a mathematical statement is true. Generally a mathematical proof use other statements like theorems, or axioms. Also mathematical proofs are useful to know if the development of a theoretical process in other areas like physics is well done. Other thing that is useful of the proofs in mathematics is that it use a formal language with symbols that minimize the ambiguity and make it universal.
x dx − y^2 dy = 0, y(0) = 1
The solution is [tex]\(\frac{x^2}{2} + \frac{y^3}{3} = C\)[/tex], where \(C\) is the constant of integration.
To solve the differential equation [tex]\( xdx + y^2 dy = 0 \),[/tex] we can separate the variables and integrate both sides:
[tex]\[ \int x \, dx + \int y^2 \, dy = 0 \][/tex]
Integrating each term separately:
[tex]\[ \frac{x^2}{2} + \frac{y^3}{3} = C \][/tex]
Where C is the constant of integration.
Complete question : Solve the following differential equation xdx+y2dy=0.
Janae was vacuuming the narrow hallway in her house. She went 5 feet forwards in the first 4 seconds, then went 3 feet backwards in the next 4 seconds. She continued to do this, forwards 5 feet in 4 seconds and backwards 3 feet in 4 seconds. If she continues in this way, how many seconds will it take her to reach the end of her hallway, which is 15 feet long? 1.
Final answer:
Janae will reach the end of the 15-foot hallway in 56.8 seconds. She progresses 2 feet every 8 seconds, and in the last cycle, she only needs an additional 0.8 seconds to cover the final foot.
Explanation:
Calculating Janae's Time to Reach the End of Her Hallway
Janae is vacuuming by moving forwards and backwards in a consistent pattern. She moves 5 feet forwards in 4 seconds and then 3 feet backwards in the next 4 seconds. This means that every 8 seconds, Janae makes a net progress of 2 feet (5 feet - 3 feet = 2 feet).
To cover the entire 15-foot length of the hallway, we need to calculate how many 2-foot increments she can complete before reaching the end.
First, divide the total hallway length by Janae's net progress per cycle: 15 feet ÷ 2 feet per cycle = 7.5 cycles. Since Janae cannot complete half a cycle, she will have to complete a whole 8th cycle. Now, multiply the number of complete cycles by the time per cycle: 8 cycles × 8 seconds per cycle = 64 seconds.
However, in the last cycle, Janae only needs to make 1 extra foot instead of 2, since her total net progress after 7 cycles is 14 feet. Thus, during the 8th cycle, she moves forward 5 feet in 4 seconds, but as soon as she reaches the 15-foot mark, she stops.
This means that she won't need the full 8 seconds of the last cycle. We can calculate the extra time required to move the final foot by setting up a ratio. Since 5 feet take 4 seconds, 1 foot will take 4 seconds ÷ 5 = 0.8 seconds.
The total time Janae takes to reach the end of the hallway is the time for the 7 full cycles plus the time to move the last foot: (7 × 8 seconds) + 0.8 seconds = 56.8 seconds. This is the time required for Janae to reach the end of her 15-foot hallway.
Prove: If n is a positive integer andn2 is
divisible by 3, then n is divisible by3.
Answer and Step-by-step explanation:
n > 0
n² divisible by 3 ⇒ n is divisible by 3.
Any number divisible by 3 has the sum of their components divisible by 3.
If n² is divisible by 3, we can say that n² can be written as 3*x.
n² = 3x ⇒ n = √3x
As n is a positive integer √3x must be a integer and x has to have a 3 factor. (x = 3.a.b.c...)
This way, we can say that x = 3y and y is a exact root, because n is a integer.
n² = 3x ⇒ n = √3x ⇒ n = √3.3y ⇒ n = √3.3y ⇒ n = √3²y ⇒ n = 3√y
Which means that n is divisible by 3.
The sugar content of the syrup is canned peaches is normally distributed. Assumethe can is designed to have standard deviation 5 milligrams. A random sample ofn= 10 cans is studied. What is the sampling distribution of the sample variance?The data yields a sample standard deviation of 4.8 milligrams. What is the chanceof observing the sample standard deviation greater than 4.8 milligrams?
Answer: 0.50477
Step-by-step explanation:
Given : The sugar content of the syrup is canned peaches is normally distributed.
We assume the can is designed to have standard deviation [tex]\sigma=5[/tex] milligrams.
The sampling distribution of the sample variance is chi-square distribution.
Also,The data yields a sample standard deviation of [tex]s=4.8[/tex] milligrams.
Sample size : n= 10
Test statistic for chi-square :[tex]\chi^2=\dfrac{s^2(n-1)}{\sigma^2}[/tex]
i.e. [tex]\chi^2=\dfrac{(4.8)^2(10-1)}{(5)^2}=8.2944[/tex]
Now, P-value = [tex]P(\chi^2>8.2944)=0.50477[/tex] [By using the chi-square distribution table for p-values.]
Hence, the chance of observing the sample standard deviation greater than 4.8 milligrams = 0.50477
Please help me with this question.
Will mark brainliest
Thanks so much
Answer:
☑ 30y²
☑ 30y² + x
Step-by-step explanation:
Polynomials contain indeterminates [variables] and operation performances, non-including negative exponents, fractional exponents, etcetera.
I am joyous to assist you anytime.
find cardinality of set B
B = {∅, {1}, {1, 2}, {1, 2,3}, · · · , {1, 2, · · · , m}}
Answer:
m + 1
Step-by-step explanation:
Given set,
B = {∅, {1}, {1, 2}, {1, 2,3}, · · · , {1, 2, · · · , m}},
Since, the elements of S are,
{} , {1}, {1, 2}, {1, 2, 3}....... {1, 2,.....m }
Thus, every next set contains one more succeeding natural number than the previous set.
So, if the last set contains m natural numbers.
Then there are 'm + 1' sets in B ( m sets included ∅ )
Hence, the number of elements in B is 'm+1'
I.e. Cardinality of B is m + 1.
solve each equation with steps.
6r+7=13+7
If angle 1 has a measure of 56° and angle 2 has a measure of 124°, the two angles are complementary.
Question 1 options:
True
False
Answer:
False.
Step-by-step explanation:
Two angles are complementary when added up, they give a result of 90°.
So, to this question to be true we have to do:
Angle 1 + Angle 2 = 90
But if we resolve 56° + 124° = 180, so this means that this question is false, as the addition of both angles doesn't have a result of 90°.
The number (in millions) of employees working in educational services in a particular country was 14.4 in 2005 and 18.8 in 2014. Letx=5 correspond to the year 2005, and estimate the number of employees in 2011. Assume that the data can be modeled by a straight line and that the trend continues indefinitely. Use two data points to find such a line and then estimate the requested quantity Let y represent the number of employees. The linear equation that best models the number of employees (in Millions) is (Simplify your answer. Use integers or decimals for any numbers in the equation. Round to the nearest hundredth as needed.)
Answer:
For 2011 the number of employees will be 17.33 millions.The linear equation that best models the number of employees (in Millions) is [tex]y(x) = 0.49 * x + 11.94 [/tex]Step-by-step explanation:
If we wish to model the data as a straight line, we need to use the straight line formula:
[tex]y(x) = m * x + b[/tex]
where x is the years that have passed since the year 2000, m is the slope of the line and b the value of y when x=0, and y the numer (in millions) of employees.
For x=5 we know that y(5) = 14.4. So, we have:
[tex]y(5) = m * 5 + b = 14.4 [/tex]
And for x=14 we know that y(14)= 18.8
[tex]y(14) = m * 14 + b = 18.8 [/tex]
Subtracting the first equation from the second one:
[tex]y(14) - y(5) = m * 14 + b - m * 5 - b = 18.8 - 14.4 [/tex]
[tex] m * (14 - 5 ) + b - b = 4.4[/tex]
[tex] m * 9 = 4.4[/tex]
[tex] m = 4.4 / 9[/tex]
[tex] m = 0.49 [/tex]
Putting this in the second equation
[tex]y(14) = 0.49 * 14 + b = 18.8 [/tex]
[tex] 6.86 + b = 18.8 [/tex]
[tex] b = 18.8 - 6.86 [/tex]
[tex] b = 11.94 [/tex]
So, our equation will be:
[tex]y(x) = 0.49 * x + 11.94 [/tex]
For 2011 the number of employees will be
[tex]y(11) = 0.49 * 11 + 11.94 =17.33[/tex]
For 2011 the number of employees will be 17.33 millions.
The linear equation that best models the number of employees (in Millions) is
Step-by-step explanation:
If we wish to model the data as a straight line, we need to use the straight line formula:
where x is the years that have passed since the year 2000, m is the slope of the line and b the value of y when x=0, and y the numer (in millions) of employees.
For x=5 we know that y(5) = 14.4. So, we have:
And for x=14 we know that y(14)= 18.8
Subtracting the first equation from the second one:
Putting this in the second equation
So, our equation will be:
For 2011 the number of employees will be
What is the area under the curve y=x−x^2and above the x-axis?
Answer:
The area between the x-axis and the given curve equals 1/6 units.
Step-by-step explanation:
given any 2 functions f(x) and g(x) the area between the 2 figures is calculated as
[tex]A=\int_{x_1}^{x_2}(f(x)-g(x))dx[/tex]
The area needed is shown in the attached figure
The points of intersection of the given curve and x-axis are calculated as
[tex]x-x^2=0\\\\x(1-x)=0\\\\\therefore x=0,x=1[/tex]
hence the points of intersection are[tex](0,0),(1,0)[/tex]
The area thus equals
[tex]A=\int_{0}^{1}(x-x^2-0)dx\\\\A=\int_{0}^{1}xdx-\int_{0}^{1}x^2dx\\\\A=1/2-1/3\\\\A=1/6[/tex]
Let 'A' and 'B' be subsets of a universal set 'U'. 1. Which of the following describes 'A cap B"?! • 1. The set of all elements of 'Uʻ that are elements of both 'A' and 'B'. • 2. The set of all elements of 'U' that are elements of either 'A' or 'B 3. The set of all elements of ‘Uʻ that are elements of neither ‘A’ nor 'B'. • 4. The set of all elements of 'U' that are elements of either 'A' or 'B' but not both. 2. Which of the following describes '(A cup B)""? • 1. The set of all elements of 'U' that are elements of both 'A' and 'B'. 2. The set of all elements of 'U' that are elements of either 'A' or 'B'. • 3. The set of all elements of 'U' that are elements of neither 'A' nor 'B'. • 4. The set of all elements of 'U' that are elements of either 'A' or 'B' but not both.
Answer:
A ∩ B: 1. The set of all elements of 'Uʻ that are elements of both 'A' and 'B'.
A ∪ B: 2. The set of all elements of 'U' that are elements of either 'A' or 'B'.
Step-by-step explanation:
1. The "intersection" symbol (∩) signifies the members that are in both sets. For example, {1, 2} ∩ {1, 3} = {1}.
__
2. The "union" symbol (∪) signifies the members that are in either set. For example, {1, 2} ∪ {1, 3} = {1, 2, 3}.
Possible grades for a class are A, B, C, D, and F. (No +/− 's.)
(a) How many ways are there to assign grades to a class of eight students?
(b) How many ways are there to assign grades to a class of seven students if nobody receives an F and exactly one person receives an A?
Answer: a) 390,625, b) 2916.
Step-by-step explanation:
Since we have given that
Number of possible grades = 5
a) Number of students = 8
Using the "Fundamental theorem of counting", we get that
[tex]5\times 5\times 5\times 5\times 5\times 5\times 5\times 5\\\\=5^8\\\\=390,625[/tex]
b) Number of students = 7
Number of students receive F = 0
Number of students receive A = 1
Number of remaining grades = 4
So, Using fundamental theorem of counting , we get that
[tex]4\times 3\times 3\times 3\times 3\times 3\times 3\\\\=4\times 3^6\\\\=2916[/tex]
Hence, a) 390,625, b) 2916.
Final answer:
There are 390,625 ways to assign grades to a class of eight students. Also, there are 4,096 ways to assign grades to a class of seven students if nobody receives an F and exactly one person receives an A.
Explanation:
(a) In this case, each student can receive one of the five possible grades (A, B, C, D, or F). So, for each student, there are 5 choices. Since there are 8 students, we multiply the number of choices for each student together:
5 * 5 * 5 * 5 * 5 * 5 * 5 * 5 = 58 = 390,625
Therefore, there are 390,625 ways to assign grades to the class of eight students.
(b) In this case, the first student has only one choice, which is to receive an A. The remaining six students can receive one of the four possible grades (B, C, D, or F). So, for each of the remaining six students, there are 4 choices:
1 * 4 * 4 * 4 * 4 * 4 * 4 = 46 = 4,096
Therefore, there are 4,096 ways to assign grades to the class of seven students if nobody receives an F and exactly one person receives an A.
In Exercises 15-22, change the number given as a percent to a decimal number. 15. 7% 0.07 18, 0.75% 0.0075 212 135.9% 1.359 17, 5.15% 00515 16.39% 0.39 19, %00025 22, 298.7% 2.987 20. % 0.00375 27.
Step-by-step explanation:
We are asked to convert given percent to a decimal number.
We know to convert a number to decimal, we divide given percent by 100 as percent means per hundred.
We also know that to divide a number by hundred, we need to move decimal to two digits to left.
(15). [tex]7\%[/tex]
[tex]7\%=\frac{7}{100}=0.07[/tex]
(16). [tex]39\%[/tex]
[tex]39\%=\frac{39}{100}=0.39[/tex]
(17). [tex]5.15\%[/tex]
[tex]5.15\%=\frac{5.15}{100}=0.0515[/tex]
(18). [tex]0.75\%[/tex]
[tex]0.75\%=\frac{0.75}{100}=0.0075[/tex]
(19). [tex]\frac{1}{4}\%[/tex]
[tex]\frac{1}{4}\%=\frac{\frac{1}{4}}{100}=\frac{1}{4*100}=\frac{1}{400}=0.0025[/tex]
(20). [tex]\frac{3}{8}\%[/tex]
[tex]\frac{3}{8}\%=\frac{\frac{3}{8}}{100}=\frac{1}{8*100}=\frac{3}{800}=0.00375[/tex]
(21). [tex]135.9\%[/tex]
[tex]135.9\%=\frac{135.9}{100}=1.359[/tex]
(22). [tex]298.7\%[/tex]
[tex]298.7\%=\frac{298.7}{100}=2.987[/tex]