Calculate the force on an object that has a mass of 12 kg and an acceleration of 4 m/s2.

Answer:[tex]8x^{8}[/tex]

Step-by-step explanation:

When multiplying two numbers with exponents you adding the exponents

[tex](x^{m} )(x^{n} )=x^{m+n}[/tex]

[tex]\sqrt{64x^{16} }[/tex] = [tex]\sqrt{64x^{8+8} }[/tex] = [tex]\sqrt{8(8)(x^{8}) (x^{8} )}[/tex] =8[tex]x^{8}[/tex]

When dealing with null coefficient terms in mathematics or chemistry, they can be a tool to simplify calculations. Replacing zero coefficients with a positive approximation or selecting rows with zeroes in matrices can ease the process. Always verify solutions by substituting them back into the original equations to ensure correctness.

When you encounter situations where there are no matching coefficients in your algebraic equations, it is important to look for null coefficient terms. Such terms can help simplify the computations. For instance, if you are working on balancing chemical equations or solving systems of equations, and one of the coefficients is zero, this can be advantageous because multiplying by zero is a straight-forward operation.

If a coefficient equals zero, like one in a characteristic equation, replace it with a positive quantity approaching zero from the right-hand side. Continue with the analysis after this adjustment. Additionally, when working with matrices, selecting a row with zeros as the coefficient row can simplify the process of expansion by minors since some minors will not need to be computed and can just be multiplied by the zero coefficient.

In the case of balancing equations in chemistry or optimizing coefficients in a mathematical model, practice and a methodical approach are necessary. Make sure to double-check your computations and if you are unsure about the correctness of your solution, substitute it back into the original equation.

The required √5 on the number line is shown in the image attached.

A number line is defined as the number marked on the line calibrated into an equal number of units. For example -1, 0, 1, and so on.

Here

To locate √5 on a number line, we can begin by locating the integers that √5 lies between. We know that 2² = 4 and 3² = 9, so √5 must be between 2 and 3.

To get a more accurate estimate, we can divide the distance between 2 and 3 into 10 equal parts (tenths). Each tenth represents 0.1 units on the number line. We know that 0.5 is halfway between 0 and 1, so √5 must be a little more than halfway between 2 and 3.

By estimating the position of √5 on the number line, we can approximate it as being around 2.2 to 2.3.

Thus, the required √5 is shown in the image attached.

Learn more about number line here:

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Here, we know that 1 pint = 2 cups

Thus, 1 cup = [tex] \frac{1 pints}{2} [/tex]

3 ponds apples are needed for 4 cups i.e. 3 ponds of apples = 4 cups of applesauce

1 cup of applesauce = [tex] \frac{3 ponds}{4} [/tex]

Now, 6 pints will have 12 cups of applesauce

Multiplying this equation by 12 ⇒ 1 cup of applesauce = [tex] \frac{3 ponds}{4} [/tex]

12 ×1 cup of applesauce = 12 × [tex] \frac{3 ponds}{4} [/tex]

So, 12 cups of applesauce = 9 ponds of apple.

Thus, 9 ponds of apple will be needed to make 6 pints of applesauce.

Answer:

Use a double-sided coin and assign heads as females and tails as males.

Step-by-step explanation:

I did the I-Ready lesson.

To know if 2 triangles are similar, we would need at least 2 angles, why?

Since a triangle has 3 angles, and those angles add up to 180°, we can easily determine the third angle.

Example: If 2 angles of a triangle were 13 and 97, we would know that 13 + 97 = 110, then 180° - 110° = 70°, so the missing angle is worth 70°.

Hope this helped! c:

Answer:

the answer is 5.

Step-by-step explanation:

The expression 12(43−6⋅32) evaluates to -132 by following the order of operations, first calculating the exponent, then the multiplication and subtraction inside the parentheses, and finally multiplying the result by 12.

To evaluate the given expression 12(43−6⋅32), we need to follow the order of operations, often remembered by the acronym PEMDAS (Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction).

First, solve the exponent 32 which is 9.
Then, perform the multiplication within the parentheses: 6⋅9 equals 54.
Now, subtract that result from 43: 43 - 54 which gives us -11.
Finally, multiply the result by 12: 12 ⋅ (-11) equals -132.

Therefore, the expression 12(43−6⋅32) evaluates to -132.

Answer:

B. Kendra should have divided by 2 instead of multiplying by 2 in the denominator.

Step-by-step explanation:

In Kendra’s class, 40 percent of the students earned an A on the math test.

Let the total students in the class be = x

So, as per the situation given, we can say that

[tex]0.40\times x=20[/tex]

x = 50

Hence, there are 50 students in the class.

We can cross check this as:

[tex]0.4\times50=20[/tex]

So, Kendra surely did a mistake.

Kendra should have divided 100 by 2. But she multiplied by 2.

Answer:

B) 68

Step-by-step explanation:

56*2=112

180-112=68.

Final answer:

The probability that no girls and 3 boys will be chosen is 1/55 or approximately 1.82%.

Explanation:

To find the probability that no girls and 3 boys will be chosen, we need to determine the total number of possible outcomes and the number of favorable outcomes.

There are a total of 12 children (8 girls + 4 boys) in the family. Since 3 children are being chosen, the total number of possible outcomes is the combination of 12 children taken 3 at a time, which is denoted as C(12, 3) = 220.

The number of favorable outcomes is choosing 3 boys from the 4 available boys, which is denoted as C(4, 3) = 4.

Therefore, the probability of choosing no girls and 3 boys is 4/220 = 1/55, which can be reduced to approximately 0.0182 or 1.82%.