Answers
Answer:
m = 2n = 7Step-by-step explanation:
we solve with two equations between the corresponding sides
9m = 7m + 4
9m - 7m = 4
2m = 4
m = 2
----------------------------------
check
9 x 2 = 7 x 2 + 4
18 = 18
this answer is good
n + 6 = 2n - 1
n + 7 = 2n
7 = n
-----------------------------------
7 + 6 = 2 x 7 - 1
13 = 13
this answer is good
Related Questions
Solve for b. a = 9b²c
b=±√ac÷9
b=±√a÷3c
b=±√ac÷3c
b=±3√ac
Answers
Step-by-step explanation:
9 b^2 c = a divide both sides of the equation by 9c
b^2 = a / (9c) now take the sqrt of both sides
b = ± sqrt ( a/(9c) ) = ± 1/3 sqrt ( a/c) <====I do not see the correct answer posted.... perhaps one of the choices was transcribed incorrectly....
13 ÷ 4 is equivalent to 13.00 ÷ 4. We can write zeros in the tenths place and
hundredths place without changing the value. Use the algorithm to solve. >
1 2 3
4
5
4 1 3.00
6
7
8
9
Enter ✔
Answers
As a result, 13.00 x 4 = 3.25, which is the final quotient.
What in math is a quotient?The number being divided in this example (15) is referred to as the dividend, while the number being divided by 3 in this case is referred to as the divisor.
Enter 4 as the divisor and 13.00 as the dividend.
Put the divisor outside the division bracket and the dividend within.
Divide the dividend's first digit (1) by the divisor (4). Put the product of the quotient and divisor (0 x 4 = 0) below the digit and the quotient (0) above it.
The new dividend will be 30 if the next digit (3) is brought down to the right of the 0.
4 divided by 30. Put the product (28) below the 30 and the quotient (7) above the 0.
28 from 30 is subtracted to yield 2. Under the dividend, place the 0 and the remaining amount, (2).
The new dividend will be 20 if the digit to the right of the 2 is brought down to zero.
4 divided by 20. Put the product (20) below the 20 and the quotient (5) above the 2.
20 from 20 is subtracted to provide 0. Under the dividend, put a 0 next to the 2 and the remainder.
As a result, 13.00 x 4 = 3.25, which is the final quotient.
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the starting salaries of individuals with a certain degree are normally distributed with a mean of $30,000 and a standard deviation of $2,500. what is the probability that a randomly selected individual with the degree will get a starting salary of at least $34,375?
Answers
The value we obtain from the table will be subtracted from 1 to obtain the probability that we are looking for.P(z < 1.75) = 0.9599 (from the standard normal distribution table)Therefore, P(z ≥ 1.75) = 1 - P(z < 1.75) = 1 - 0.9599 = 0.0401.The probability that a randomly selected individual with the degree will get a starting salary of at least $34,375 is 0.0401, or 4.01%.
We have been given that the starting salaries of individuals with a certain degree are normally distributed with a mean of $30,000 and a standard deviation of $2,500.We are required to determine the probability that a randomly selected individual with the degree will get a starting salary of at least $34,375.
We know that the Z-score formula is given as:$$z=\frac{x-\mu}{\sigma}$$Where:x = Value for which we need to find the probability.μ = Mean of the distribution.σ = Standard deviation of the distribution.Using this formula, we can find the Z-score for the given data as follows:$$z=\frac{x-\mu}{\sigma}$$$$\frac{34,375-30,000}{2,500}=1.75$$Now, we can use the normal distribution table to find the probability of a Z-score being less than or equal to 1.75.
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Put these numbers in order, from least to greatest. If you get stuck, consider using the number line. 3.5, -1, 4.8, -1.5, -0.5, -4.2, 0.5, -2.1, -3.5
Answers
The numbers are as follows, going from lowest to highest:
-4.2, -3.5, -2.1, -1.5, -1, -0.5, 0.5, 3.5, 4.8.
How are numbers on a number line determined?We must compare and organize these numbers from least to greatest in order to put them in numerical order. The two smallest figures, which are -4.2 and -3.5, can be used as a starting point. Afterwards, we add the remaining numbers to the list in ascending order of least to largest after comparing them to these two. We arrive at the list above after continuing this approach.
Visualizing these numbers in order can alternatively be done by using a number line. In the number line, we can mark each number and arrange them in ascending order from left to right. We can see from the number line that the least number is -4.2.
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A wall of sides 6m25cm and 5m50cm has to be painted. Find the
cost at the rate of ₹350 per m2?
Answers
what is the question about
I know it's about mathematics is it asking what is 350×2
·1·2·3.-4.5.6.7.18-19 10 11 12 13 14 15****
El destino de los libros está íntimamente vinculado con el destino de muchos
pueblos. Los libros no sirven solamente para contar historias y para enseñar. Ellos
han participado en las guerras, en las revoluciones; han ayudado a destronar
reyes. Los libros han combatido lo mismo en
a) Apoyándote en el texto, explica con tus palabras y en no más de cuatro
renglones, para qué sirven los libros.
b) Redacta una composición
Answers
Answer:-El destino de los malos -Salmo de Asaf. -Ciertamente es bueno Dios para con Israel,Para con los limpios de corazón. En cuanto a mí, casi.
Step-by-step explanation:
Explain why it makes sense that 0 is the domain of y = √x?
Answers
It makes sense that 0 is the domain of y = √x because the square root of any number can never be negative, and 0 is the smallest positive number. Therefore, any values of x less than 0 would result in an undefined answer.
Idil drove 12 miles in 1/5an hour. On average, how fast did she drive, in miles per hour
Answers
If Idil drove 12 miles in 1/5an hour on average, then she drove at an average speed of 60 miles per hour.
To calculate the average speed of Idil's car in miles per hour, we need to divide the distance she drove (12 miles) by the time it took her to drive that distance (1/5 hour):
Average speed = distance ÷ time
Average speed = 12 miles ÷ (1/5) hour
To divide by a fraction, we can multiply by its reciprocal, so:
Average speed = 12 miles × 5/1 hour
Average speed = 60 miles per hour
Therefore, Idil drove at an average speed of 60 miles per hour.
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3:27 PM Mon Mar 13
Acellus
Law of Cosines
26
Solve for C.
50
29
C = [?]°
Round your final answer
to the nearest tenth.
Law of Cosines: c²= a² + b² - 2ab-cosC
Measure of Angle C
Enter
3
ဇာ
Help Resources
Answers
Consequently, C = 17.2° as by the result of the Rule of Cosines , rounded to the nearest tenth.
what is angle ?A geometric figure known as an angle is created by two lines that share an endpoint and are referred to as the angle's sides and vertex, respectively. The quantity of rotation required to align one side with the other side around the vertex is the angle's unit of measurement. Typically, angles are expressed as degrees or radians, where a complete rotation equals 360 degrees or 2 radians. Angles are frequently used to define the position and orientation of lines and shapes in geometry, trigonometry, and other branches of mathematics.
given
As a result of the Rule of Cosines, we have:
A2 Plus B2 - 2ab cos = c2 (C)
Adding the specified values:
c² = 26² + 29² - 2(26)(29) cos(50°)
c² = 676 + 841 - 1508 cos(50°)
c² = 1517 - 1508 cos(50°)
c ≈ √(1517 - 1508 cos(50°))
c ≈ 17.2° (rounded to the closest tenth)
Consequently, C = 17.2° as by the result of the Rule of Cosines , rounded to the nearest tenth.
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Answer:
C= 23.22
This is the answer this question.
JAR
N
Q
Cost (dollars)
0
cost of the tickets in dollars.
32 Each ticket to ride a carousel costs $2 50. The table st
relationship between x, the number of tickets bought, -
Y
8 10
Number of Tickets
LA COORDINATE PLANE
Carousel Rides
Number of Tickets, x
1
5
2
3
Carousel Rides
which graph best represents the data shown in the table?
Carousel Rides
Carousel Rides
Cost (dollars)
DO
6
6
Cost (dollars)
12
0
Cost, y (dollars)
2.50
5.00
7.50
12.50
4
2
6
Number of Tickets
Carousel Rides
12
Answers
Answer:
N
Q
Cost (dollars)
0
cost of the tickets in dollars.
32 Each ticket to ride a carousel costs $2 50. The table st
relationship between x, the number of tickets bought, -
Y
8 10
Number of Tickets
LA COORDINATE PLANE
Carousel Rides
Number of Tickets, x
1
5
2
3
Carousel Rides
which graph best represents the data shown in the table?
Carousel Rides
Carousel Rides
Cost (dollars)
DO
6
6
Cost (dollars)
12
0
Cost, y (dollars)
2.50
5.00
7.50
12.50
4
2
6
Number of Tickets
Carousel Rides
12
Step-by-step explanation:
Based on the data given in the table, the graph that best represents the relationship between the number of tickets bought and the cost of riding the carousel is the one that shows a linear relationship between the two variables.
The table shows that for each ticket bought, the cost of riding the carousel increases by $2.50. This means that the relationship between the number of tickets bought and the cost of riding the carousel is linear, with a slope of $2.50.
Therefore, the graph that best represents this relationship is the one that shows a straight line with a slope of $2.50 passing through the points (1, $2.50) and (5, $12.50). This graph is represented by the option labeled "Carousel Rides" with the x-axis showing the number of tickets bought and the y-axis showing the cost in dollars.
Write and solve an equation to show thw average number of calendars her 3rd period class sold peer week during the four week challenge?
Answers
The average number of calendars sold per week by the 3rd period class during the four-week challenge is 30.
If we know the total number of calendars sold by the class during the challenge, we can use this information to find the value of x. Let's say that the total number of calendars sold by the class during the challenge is 120.
To find the average number of calendars sold per week, we can set up an equation:
x * 4 = 120
Here, x represents the average number of calendars sold per week, and 4 represents the number of weeks in the challenge. The product of x and 4 gives us the total number of calendars sold during the challenge, which we know is 120.
To solve for x, we can divide both sides of the equation by 4:
x = 120/4
x = 30
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fifty-three percent of all persons in the u.s. population have at least some college education. choose 10 persons at random. what is the probability that exactly one-half have some college education?
Answers
The probability that exactly one-half have some college education is 0.0439 (rounded to four decimal places)
Step by step explanation: We can use the binomial probability distribution formula for this problem, where:p = probability of success (i.e., having some college education) = 0.53q = probability of failure (i.e., not having some college education) = 0.47n = number of trials (i.e., persons chosen at random) = 10x = number of successes (i.e., persons with some college education) = [tex]5P(x = 5) = C(10,5)p^5q^5[/tex] where [tex]C(n,r)[/tex] is the combination function that gives the number of ways to choose r items from a set of n items.
It is given by:[tex]C(n,r) = n! / (r!(n-r)!)[/tex] Thus, we can substitute the given values and compute:[tex]P(x = 5) = C(10,5)p^5q^5 = 252(0.53)^5(0.47)^5= 0.0439[/tex] (rounded to four decimal places)Therefore, the probability that exactly one-half have some college education is 0.0439.
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Schools have different ways of fund raising. The parents and the SGB of Progress High School agree that each learner should donate an amount to the school. The money is payable during the first month of the year. 1.1 Use TABLE 1 to answer the questions that follow. Write down the donation per leamer. 1.2 TABLE 1: INCOME IN RANDS OF FUND RAISING Number of learners that paid Income (R) 1 200 1.3 1.5 Calculate the missing value A. 10 2 000 20 45 215 4 000 9 000 A [Adapted from original school financial books ] Use TABLE 1 and write down the dependent variable. 1.4 Write the income received from 10 leamers to the income received from 45 learners, in a ratio in its simplest form. (3) (2) (2) (2) have The SGB chairperson claims that if 80% of the leamers paid, the school would raised more than R170 000. There are 1 100 learners enrolled at the school. Verify, by showing ALL calculations, whether his statement is valid. (4)
Answers
Answer: 1.1. The donation per learner cannot be determined from the given table.
1.2. TABLE 1: INCOME IN RANDS OF FUNDRAISING
Number of learners that paid Income (R)
1 200
1.3. To calculate the missing value A, we need to add up all the given incomes and subtract it from the total income for 45 learners, which is 45 x A. Then we can solve for A:
Total income = 200 + 150 + 10(2,000) + 20(45) + A + 4,000 + 9,000
Total income = 45A
45A = 25,150
A = 558.89
Therefore, the missing value A is R558.89.
1.4. The dependent variable in the table is the income received from fundraising.
To find the ratio of income received from 10 learners to income received from 45 learners, we need to divide the income received from 10 learners by the income received from 45 learners and simplify the fraction:
Income from 10 learners = R1,100 (since each learner donates R110)
Income from 45 learners = R215
Ratio = Income from 10 learners : Income from 45 learners
= 1,100 : 215
= 20 : 3 (in its simplest form)
The total number of learners enrolled at the school is 1,100. If 80% of the learners paid, then the number of learners who paid is:
80% of 1,100 = 0.8 x 1,100 = 880 learners
The minimum income that the school can raise if 80% of the learners paid is when each of the 880 learners paid the minimum donation, which is R150:
Minimum income = 880 x 150 = R132,000
Since R132,000 is less than R170,000, the SGB chairperson's statement is not valid.
Step-by-step explanation:
the population of a country was 259 million in 1982 and the continuous exponential growth rate was estimated at 1.6% per year. assuming that the population of the country continues to follow an exponential growth model, find the projected population in 1992. round your answer to 1 decimal place. the approximate population in 1992 is\
Answers
The population of the country was 259 million in 1982 and the continuous exponential growth rate was estimated at 1.6% per year. Assuming that the population of the country continues to follow an exponential growth model, Rounding off the answer to one decimal place, the approximate population in 1992 is 348.2 million.
How to calculate the projected population? We are given, Population in 1982 = 259 millionTime taken = 10 years rate of growth = 1.6% = 0.016 (expressed as a decimal)The formula for exponential growth can be written as; Population = P0ert where, P0 is the initial population, e is the natural logarithmic base, r is the rate of growth and t is the time period We are required to find the projected population in 1992, which means the time period is 10 years (from 1982 to 1992).
Hence, substituting the given values in the formula, we get; P = 259e 0.016 × 10P = 259e0.16P = 259 × 1.185P = 307.215 million Hence, the projected population in 1992 is 307.215 million (rounded off to 1 decimal place, it is 307.2 million).
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Jaxon is flying a kite, holding his hands a distance of 3.25 feet above the ground and
letting all the kite's string play out. He measures the angle of elevation from his hand
to the kite to be 24°. If the string from the kite to his hand is 105 feet long, how many
feet is the kite above the ground? Round your answer to the nearest tenth of a foot if
necessary.
Answers
Answer: 46.0 ft
Step-by-step explanation:
[tex]\text{sin} \ 24^o=\dfrac{x}{105}[/tex]
[tex]x=105 \ \text{sin 24}^o[/tex]
So, the distance above the ground is [tex]\text{105 sin} \ 24^o+3.25\thickapprox \boxed{46.0 \ \text{ft}}[/tex]
Tina started a project with two 1 -gallon cans of paint. One can us now 4/10 full, and the other can is 5/8. Which one less than 1/2 full?
Answers
As a consequence, the can that is 4/10 full is the one that is less than half filled as One can us now 4/10 full, and the other can is 5/8.
what is fractions ?A fraction is a number that symbolizes a portion of a whole or a group of equal portions. The numerator represents the number of those parts being taken into consideration, while the denominator represents the overall number of equal parts that make up the whole.
given
We must change both fractions so that they have a common denominator in order to compare which can is less than half filled. 10 and 8 have a least common multiple (LCM) of 40.
20/40 is equivalent to 1/2.
So,
4/10 is equal to (4/10) x (4/4) Equals 16/40.
The formula for 5/8 is (5/8) x (5/5) = 25/40.
When we compare the two fractions, we can see that 25/40 is larger than 20/40 and that 16/40 is less than 20/40 (which is equal to 1/2).
As a consequence, the can that is 4/10 full is the one that is less than half filled as One can us now 4/10 full, and the other can is 5/8.
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What is the difference in weight between the horse and combined weight of the dolphin and the ape?
Answers
Answer:
Step-by-step explanation:
44
A grading machine can grade 96 multiple choice test in 2 minutes. if a teacher has 300 multiple choice test to grade, predict the number of minutes it will take the machine the grade the tests. please answer with details please
Answers
Answer:
6.25 minutes
Step-by-step explanation:
So, if there are 96 tests being graded in 2 minutes, the average per minute (using the equation 96/2 = average) would be 48 per minute. Next you would do 300/48 to get the number of minutes that it would take to grade that amount. The answer to that would be 6.25, So it would take approximately 6.25 minutes.
How could 1/5 + -4/5 be modeled on a number line
Answers
The expression 1/5 + -4/5 has plotted on the number line
To model 1/5 + (-4/5) on a number line, we can start by placing a point at 0 on the number line. Then we can represent 1/5 by placing another point to the right of 0, one-fifth of the distance from 0 to 1. We can represent -4/5 by placing a point to the left of 0, four-fifths of the distance from 0 to -1.
To add these two points together, we start at the point representing 1/5 and move four-fifths of the distance towards the left, since -4/5 is negative. The resulting point represents the sum of 1/5 and -4/5.
To solve this problem algebraically, we can add the two fractions together by finding a common denominator:
1/5 + (-4/5) = 1/5 - 4/5
= (1-4)/5
= -3/5
= -0.6
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Albert wants to show that tan theta sin theta + cos theta= sec theta. He writes the following proof. What is the next step in this proof?
Answers
The equation becomes
(Sin^2 theta + cos^2 theta) / cos theta
= sec theta
1/cos theta = sec theta
Sectheta = sec theta
The alpha level is set _____ the analysis of the data. Use the following Distributions tool to identify the boundaries that separate the extreme samples from the samples that are more obviously consistent with the null hypothesis. Assume the null hypothesis is nondirectional, meaning that the critical region is split across both tails of the distribution. The z-score boundaries at an alpha level alpha = .05 are: z = 1.96 and z = -1.96 z = 3.29 and z = -3.29 z = 2.58 and z = -2.58 To use the tool to identify the z-score boundaries, click on the icon with two orange lines, and slide the orange lines until the area in the critical region equals the alpha level. Remember that the probability will need to be split between the two tails. To use the tool to help you evaluate the hypothesis, click on the icon with the purple line, place the two orange lines on the critical values, and then place the purple line on the z statistic. The critical region is _____. The z-score boundaries for an alpha level a = .001 are: z = 2.58 and z = -2.58 z = 1.96 and z = -1.96 z = 3.29 and z = -3. 29 Suppose that the calculated z statistic for a particular hypothesis test is 2.64 and the alpha is .001. This z statistic is _____ the critical region. Therefore, the researcher _____ reject the null hypothesis, and he ______ conclude the alternative hypothesis is probably correct.
Answers
The researcher should reject the null hypothesis, and he can conclude the alternative hypothesis is probably correct.
The alpha level is set prior to the analysis of the data. To use the tool to identify the z-score boundaries, the user must slide the orange lines until the area in the critical region equals the alpha level. The critical region is between the two z-score boundaries. The z-score boundaries for an alpha level a = .001 are: z = 2.58 and z = -2.58, z = 1.96 and z = -1.96, z = 3.29 and z = -3.29. With an alpha of .001, the calculated z statistic of 2.64 is within the critical region. Therefore, the researcher should reject the null hypothesis, and he can conclude the alternative hypothesis is probably correct.
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Radioactive decay tends to follow an exponential distribution; the half-life of an isotope is the time by which there is a 50% probability that decay has occurred. Cobalt-60 has a half-life of 5.27 years. (a) What is the mean time to decay? (b) What is the standard deviation of the decay time? (c) What is the 99th percentile? (d) You are conducting an experiment which first involves obtaining a single cobalt-60 atom, then observing it over time until it decays. You then obtain a second cobalt-60 atom, and observe it until it decays; and then repeat this a third time. What is the mean and standard deviation of the total time the experiment will last?
Answers
The half-life of an isotope is the time by which there is a 50% probability that decay has occurred if Cobalt-60 has a half-life of 5.27 years then mean time to decay is 7.65 years , standard deviation of the decay time is 3.82 years , the 99th percentile is 36.4 years and the mean and standard deviation of the total time the experiment will last is 6.61 years.
(a) The mean time to decay can be found using the formula: [tex]mean = half-life / ln(2)[/tex].
Therefore, for cobalt-60 with a half-life of 5.27 years, the mean time to decay is:
[tex]mean = 5.27 / ln(2) \approx7.65 years[/tex]
(b) The standard deviation of the decay time can be found using the formula:
standard deviation = [tex]half-life /(\ sqrt{(ln(2))}).[/tex]
Therefore, for cobalt-60 with a half-life of 5.27 years, the standard deviation of the decay time is:
standard deviation = [tex]5.27 / (\sqrt{(ln(2))}) \approx 3.82 years[/tex]
(c) The 99th percentile can be found using the cumulative distribution function (CDF) of the exponential distribution. For cobalt-60 with a half-life of 5.27 years, the CDF is:
[tex]CDF(t) = 1 - e^{(-t/5.27)}[/tex]
Setting the CDF equal to 0.99 and solving for t, we get:
[tex]0.99 = 1 - e^{(-t/5.27)}[/tex]
[tex]e^{(-t/5.27)} = 0.01[/tex]
[tex]-t/5.27 = ln(0.01)[/tex]
[tex]t = -5.27 * ln(0.01)[/tex]
[tex]t\approx 36.4 years[/tex]
Therefore, the 99th percentile of the decay time for cobalt-60 is approximately 36.4 years.
(d) Three cobalt-60 atoms, then the total time the experiment will last is the sum of the decay times of each atom. Since the decay times are independent and identically distributed, the mean and standard deviation of the total time can be calculated by adding the means and variances of each individual decay time.
The mean of the total time is:
[tex]mean(total) = mean(atom1) + mean(atom2) + mean(atom3)[/tex]
[tex]mean(total) = 7.65 + 7.65 + 7.65[/tex]
[tex]mean(total) = 22.95 years[/tex]
The variance of the total time is:
[tex]variance(total) = variance(atom1) + variance(atom2) + variance(atom3)[/tex]
[tex]variance(total) = (3.82)^2 + (3.82)^2+ (3.82)^2[/tex]
[tex]variance(total) \approx43.67 years[/tex]
The standard deviation of the total time is the square root of the variance:
standard deviation(total) [tex]= \sqrt{(variance(total))}[/tex]
[tex]standard deviation(total) \approx6.61 years[/tex]
Therefore, the mean and standard deviation of the total time for observing three cobalt-60 atoms until they decay are approximately 22.95 years and 6.61 years, respectively.
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Please help with the highlighted red on part(c) as well as part(d).
Use the formula (2) above and the results from part (b) to write the general solution of our system (4). Write this solution in your document. What happens to the system as t gets large?
Consider the system of differential equations
dx/dt = 3x+4y
dy/dt = -x - 2y
Answers
The solution of the system goes to infinity as t gets large.
Consider the given system of differential equations: dx/dt = 3x + 4ydy/dt = −x − 2yNow, find the solution of the system:(2) dx/dt + 2 dy/dt = 7xObserve the second equation and multiply it by 2:2 dy / dt = −2x − 4y(3) dx/dt + 2 dy/dt = 3x − 4ySubstitute the value of dy/dt from (3) into (2):(2) dx/dt + 3x − 4y = 7xSimplify this equation:dx/dt − 4x = 4yTake the laplace transform of both sides: Laplace{dx/dt − 4x} = Laplace{4y} ⇒ sX(s) − x(0) − 4X(s) = 4Y(s) ⇒ X(s) = {4Y(s)}/{s − 4}Now, find the Laplace transform of y(s):(1) dy/dt = −x − 2y ⇒ Laplace{dy/dt} = −Laplace{x} − 2Laplace{y} ⇒ sY(s) − y(0) = −X(s) − 2Y(s) ⇒ Y(s) = {−X(s)}/{s + 2}Substitute the value of X(s) in the above equation, we get:Y(s) = {−4Y(s)}/[(s − 4)(s + 2)]Simplify this equation:Y(s) = {A}/{s − 4} + {B}/{s + 2}Now, find the values of A and B:Multiplying the above equation by (s − 4) and (s + 2), we get:Y(s) = A(s + 2) + B(s − 4)Simplify this equation:Y(s) = (A + B)s + 2A − 4BAs per the equation (3), we can say A + B = 0, 2A − 4B = −4On solving, we get A = 2, B = −2Therefore, the value of Y(s) is:Y(s) = {2}/{s − 4} − {2}/{s + 2}Now, substitute the value of X(s) and Y(s) in the following equation:dx/dt − 4x = 4yThe solution of the above differential equation is:x(t) = {2}/{3}e^{4t} − {5}/{3}e^{-2t}The above is the general solution of the given system of differential equations.Now, find what happens to the system as t gets large?As t gets large, the term {5}/{3}e^{-2t} will tend to zero and {2}/{3}e^{4t} will tend to infinity.
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kuta software infinite algebra 2 logarithmic equationsSolve each equation.1) log 5x = log (2x + 9)2) log (10 − 4x) = log (10 − 3x)3) log (4 p − 2) = log (−5 p + 5) 4) log (4k − 5) = log (2k − 1)5) log (−2a + 9) = log (7 − 4a) 6) 2log 7−2r = 07) −10 + log 3(n + 3) = −10 8) −2log 57x = 29) log −m + 2 = 4 10) −6log 3(x − 3) = −2411) log 12 (v2+ 35) = log 12 (−12v − 1) 12) log 9(−11x + 2) = log 9(x2 + 30)
Answers
The solutions of provide logarithmic equations are present in below :
1) x = 9 ; 2) x = 0 ; 3)p = 7/9 ; 4) k= 2 ; 5) a= -1 ; 6) r = -1/2 ; 7) n = 2 ; 8) x = 1/35 ; 9) m = -2 ; 10) x = 84 ; 11) v = -6, -6 ; 12) x = -4, -7
The logarithmic number is associated with exponent and power, such that if xⁿ = m, then it is equal to logₓ m = n. That is exponential value are inverse of logarithm values. Some basic properties of logarithmic numbers:
Product property : logₐ mn = logₐ m + logₐ n Quotient property : logₐ m/n = logₐ m - logₐ n Power property : logₐ mⁿ = n logₐ m Change of base property : log꜀a = (logₙ a) / (logₙ b) log꜀a = n <=> cⁿ = aNow, we solve each logarithm equation one by one. Assume that 'log' is the base-10 logarithm where absence of base.
1) log (5x) = log (2x + 9)
Exponentiate both sides
=> 5x = 2x + 9
=> 3x = 9
=> x = 9
2) log (10 − 4x) = log (10 − 3x)
Exponentiate both sides,
=> 10 - 4x = 10 - 3x
simplify, => x = 0
3) log (4p − 2) = log (−5p + 5)
Exponentiate both sides,
=> 4p - 2 = - 5p + 5
simplify, => 9p = 7
=> p = 7/9
4) log (4k − 5) = log (2k − 1)
Exponentiate both sides,
=> 4k - 5 = 2k - 1
simplify, => 2k = 4
=> k = 2
5) log (−2a + 9) = log (7 − 4a)
Exponentiate both sides,
=> - 2a + 9 = 7 - 4a
simplify, => 2a = -2
=> a = -1
6) 2log₇( −2r) = 0
=> log₇( −2r) = 0
using the property, log꜀a = n <=> cⁿ = a
=> ( 7⁰) = - 2r
=> -2 × r = 1 ( since a⁰ = 1 )
=> r = -1/2
7) −10 + log₃(n + 3) = −10
=> log₃(n + 3) = −10 + 10 = 0
using the property, log꜀a = n <=> cⁿ = a
=> 3⁰ = n + 3
=> 1 = n + 3
=> n = 2
8) −2log₅ ( 7x ) = 2
=> log₅ 7x = -1
=> 5⁻¹ = 7x
=> x = 1/35
9) log( −m) + 2 = 4
=> log( −m) = 2
Exponentiate both sides,
=> -m = 2
=> m = -2
10) −6log₃ (x − 3) = −24
simplify, log₃ (x − 3) = 4
=> (x - 3) = 3⁴ ( since log꜀a = n <=> cⁿ = a )
=> x - 3 = 81
=> x = 84
11) log₁₂ (v²+ 35) = log₁₂ (−12v − 1)
=> log₁₂ (v²+ 35) - log₁₂ (−12v − 1) = 0
Using the quotient property of logarithm,
[tex]log_{12}( \frac{v²+ 35}{-12v-1}) = 0 [/tex]
[tex]\frac{v²+ 35}{-12v - 1} = {12}^{0} = 1 [/tex]
[tex]v²+ 35 = −12v − 1[/tex]
[tex]v²+ 35 + 12v + 1 = 0[/tex]
[tex]v²+12v + 36 = 0[/tex]
which is a quadratic equation, and solve it by middle term splitting method,
[tex]v²+ 6v + 6v + 36= 0[/tex]
[tex]v(v + 6) + 6(v + 6)= 0[/tex]
[tex](v + 6) (6 + v)= 0[/tex]
so, v = -6, -6
12) log₉(−11x + 2) = log₉ (x²+ 30)
=> log₉ (x²+ 30) - log₉(−11x + 2) = 0
Using the quotient property of logarithm,
[tex]log₉(\frac{x²+ 30 }{−11x + 2}) = 0[/tex]
[tex] \frac{x²+ 30}{-11x + 2} ={9}^{0} = 1 [/tex]
=> x² + 30 = - 11x + 2
=> x² + 11x + 30 -2 = 0
=> x² + 11x + 28 = 0
Factorize using middle term splitting,
=> x² + 7x + 4x + 28 = 0
=> x( x + 7) + 4( x + 7) = 0
=> ( x + 4) (x+7) = 0
=> either x = -4 or x = -7
Hence, required solution is x = -4, -7.
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Complete question:
kuta software infinite algebra 2 logarithmic equationsSolve each equation.
1) log 5x = log (2x + 9)
2) log (10 − 4x) = log (10 − 3x)
3) log (4 − 2) = log (−5 p + 5)
4) log (4k − 5) = log (2k − 1)
5) log (−2a + 9) = log (7 − 4a)
6) 2log₇ −2r = 0
7) −10 + log₃(n + 3) = −10
8) −2log₅ 7x = 2
9) log −m + 2 = 4
10) −6log₃ (x − 3) = −24
11) log₁₂ (v²+ 35) = log₁₂ (−12v − 1)
12) log₉(−11x + 2) = log₉ (x²+ 30)
For a plant having the transfer function G(s) 74109 it is proposed to use a controller in a unity feedback system and having the transfer function D(s) Solve for the parameters of this controller so that the closed loop will have the characteristic equation (s 6) (s + 3)(s2 + 3s + 9) = 0.1 s(s+di) { Answer: c2 = 18, ci = 54. co = 162, di = 9} Exercise. Show that if the reference input to the system of the above exercise is a step of amplitude A, the steady-state error will be zero.
Answers
At steady-state, the Laplace transform of the output is given by [tex]lim s->0 sC(s)[/tex]. If this limit exists, then the steady-state error is zero.
The transfer function of a plant with transfer function G(s) = 74109 is given.
It is proposed to use a controller in a unity feedback system with the transfer function D(s). The task is to determine the parameters of the controller so that the closed-loop will have the characteristic equation (s 6) (s + 3)(s2 + 3s + 9) = 0. The parameters of the controller can be determined by comparing the coefficients of the open-loop transfer function with the characteristic equation.The open-loop transfer function of the system is given by G(s)D(s). The characteristic equation of the closed-loop system is given by 1 + G(s)D(s) = 0.We proceed in the following manner:
Step 1: Write the open-loop transfer function.[tex]G(s)D(s) = 74109 * (s+ci)/(s+c1) * K/(s+di)[/tex]
Step 2: Write the characteristic equation.(s + 6) (s + 3) (s2 + 3s + 9) = 0
Step 3: Compare the coefficients of the open-loop transfer function with the characteristic equation.
c1 + ci + di = 9c1ci + c1di + ci(di + 3) + K * 74109 = 27c1ci(di + 3) + K * 74109 * c1 = 81K * 74109 * di = 6 * 3 * 9 * (-74109)
Step 4: Solve for the parameters of the controller.The solution is obtained by solving the above equations.c2 = 18ci = 54co = 162di = 9
Step 5: Show that if the reference input to the system of the above exercise is a step of amplitude A, the steady-state error will be zero.The steady-state error can be calculated using the final value theorem. If the system is subjected to a step input of amplitude A, then the Laplace transform of the input is A/s.
The output of the system is given by[tex]C(s) = G(s)D(s) R(s)[/tex], where R(s) is the Laplace transform of the reference input. The steady-state error is given by the difference between the input and the output at steady-state. This can be calculated using the final value theorem.
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Hunter bought two rolls of tape. The first roll had 3.7 meters of tape and the second roll had
9.8 meters of tape. How many meters of tape did Hunter buy in all?
Answers
Hunter bought 13.5 meters of tape in total
How to calculate the length of tape that Hunter bought?Hunter bought two rolls of tape
The first roll is 3.7 meters of tape
The second roll is 9.8 meters of tape
The total number of tape that Hunter bought can be calculated as follows
[tex]= 3.7 + 9.8=13.5[/tex]
Hence Hunter bought 13.5 meters of tape
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solve for x and graph the solution on the number line below
Answers
We can graph this solution on the number line by placing a point at 7.6.
What is graph ?Graphs are visual representations of data or information. They are used to show relationships between different pieces of data and display numerical data in a more meaningful way. Graphs are made up of individual elements called nodes which are connected by edges. Nodes represent individual data points or pieces of information. Edges represent the relationship between two nodes and can represent either a physical or a logical link. Graphs can be used to represent many different types of data or information, such as social networks, transportation networks, and even biological relationships. Graphs are a powerful tool for understanding complex data sets, making them an essential tool for data analysis.
80∠ 10x + 4 = 20
80 10x + 4 = 20
80 - 4 = 10x
76 = 10x
7.6 = x
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We can graph this solution on the number line by placing a point at 7.6.
What is graph ?Graphs are visual representations of data or information. They are used to show relationships between different pieces of data and display numerical data in a more meaningful way. Graphs are made up of individual elements called nodes which are connected by edges. Nodes represent individual data points or pieces of information. Edges represent the relationship between two nodes and can represent either a physical or a logical link. Graphs can be used to represent many different types of data or information, such as social networks, transportation networks, and even biological relationships. Graphs are a powerful tool for understanding complex data sets, making them an essential tool for data analysis.
80∠ 10x + 4 = 20
80 10x + 4 = 20
80 - 4 = 10x
76 = 10x
7.6 = x
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trucks in a delivery fleet travel a mean of 120 miles per day with a standard deviation of 11 miles per day. the mileage per day is distributed normally. find the probability that a truck drives between 99 and 128 miles in a day. round your answer to four decimal places.
Answers
The probability that a truck drives between 99 and 128 miles in a day is 0.7734 rounded to four decimal places.
What is the standard deviation?Standard deviation is a statistical measurement that depicts the average deviation of each value in a dataset from the mean value. It tells you how much your data deviates from the mean value. It represents the typical variation between the mean value and the individual data points.
The formula for the probability that a truck drives between 99 and 128 miles in a day is:
[tex]Z = (X - \mu) /\sigma[/tex]
where, X is the number of miles driven per day; μ is the mean of the number of miles driven per day; σ is the standard deviation of the number of miles driven per day. The value of Z for 99 miles driven per day is:
[tex]Z = (99 - 120) / 11 = -1.91[/tex]
The value of Z for 128 miles driven per day is:
[tex]Z = (128 - 120) / 11 = 0.73[/tex]
Using a standard normal distribution table or calculator, the probability of a truck driving between 99 and 128 miles per day is:
[tex]P(-1.91 < Z < 0.73) = 0.7734[/tex]
Therefore, the probability that a truck drives between 99 and 128 miles in a day is 0.7734 rounded to four decimal places.
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Rectangle EFGH is dilated by a scale
factor of 3 to form rectangle E'F'G'H'.
Side EF measures 22. What is the
measure of side E'F'?
Answers
The measure of side E'F' of rectangle EFGH when dilated by a scale factor of 3 to form rectangle E'F'G'H' is 66 units.
What is scale factor?Scale factor is used in mathematics, particularly in geometry and measurement, to describe the transformation of one figure into another through dilation or resizing. It is represented by a number or a ratio, such as 2:1 or 1/2, which indicates how many times larger or smaller the new figure is compared to the original. For example, if the side length of a square is doubled, the resulting square is four times larger in area, because the area of a square is proportional to the square of its side length. In this case, the scale factor of the dilation is 2, because the new square is twice as large as the original square. Scale factor is also used in maps, blueprints, and architectural drawings to represent the ratio between the actual size of an object or space and its representation on paper or screen.
Here,
If rectangle EFGH is dilated by a scale factor of 3 to form rectangle E'F'G'H', then all corresponding sides of the two rectangles are in the ratio of 3:1. Since EF measures 22, then the corresponding side E'F' of the dilated rectangle is:
E'F' = EF × scale factor
E'F' = 22 × 3
E'F' = 66 units
Therefore, the measure of side E'F' is 66.
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I need help with this question (PLEASE IM BEGGING YOU)
Answers
Answer:
The correct options are A and B.
For option A:
Sy = y = 3x - 10
Substituting x = -8 and y = 4:
4 = 3(-8) - 10
4 = -24 - 10
4 = -34
Since the left-hand side does not equal the right-hand side, (-8,4) is not a solution to the system.
For option B:
y = -1x + 10
Substituting x = -8 and y = 4:
4 = -1(-8) + 10
4 = 8 + 10
4 = 18 - Incorrect
For option C:
y = 5x + 24
y = 5(-8) + 24
y = -40 + 24
y = -16 - Incorrect
For option D:
y = 6x + 68
Substituting x = -8 and y = 4:
4 = 6(-8) + 68
4 = -48 + 68
4 = 20 - Incorrect
For option E:
y = -3x + 7
9 = -3(-8) + 7
9 = 24 + 7
9 = 31 - Incorrect
Therefore, options A and B are incorrect.