Hamza bought 8 gallons of brown paint to paint his kitchen and dinning room. Unfortunately, when hamza started painting, he thought the paint was too dark for his house,so he wanted he wanted to make it lighter. The store manager would not let hamza return the paint but did inform that if he used 1 4 of a gallon of white paint mixed with 2 gallons of brown paint, he would get the shade of brown he desires. If hamza decided to take this approach, how many gallons of white paint would hamza have to buy to lighten the 8 gallons of brown paint?
Enter the correct unit of measurement to complete the conversion
10,000 grams equals 10 what
1/5000,000 liter eqaul 2 what
1 nanosecond equal one what of a what
1 hectometer equal what meters
1 milliampere equl one waht of an ampere
1 megaton equal 1 what tons
THANK YOU SO MUCH
Answer:
As per list given
Step-by-step explanation:
Given are some measurements and we have to convert them into suitable units.
i) 10,000 grams = 10 kilograms
1/500,000 liters equal = 2 microliters
1 nanosecond = 1 billionth of a second
1 hectometer = 100 meters
1 milliampere = 0.001 ampere
1 megaton = 1,000,000 tons
How is multiplying and dividing numbers in scientific notation different from adding and subtracting numbers in scientific notation?
In scientific notation, multiplication involves multiplying the numbers before the exponents and adding the exponents, while division involves dividing the numbers before the exponents and subtracting the exponents. Addition and subtraction require the numbers to have the same exponent.
Explanation:
Multiplying and dividing numbers in scientific notation is different from adding and subtracting It's useful to know how to use scientific notation, especially in fields like astronomy where large numbers are common. Numbers in scientific numeration are written with one number to the left of the decimal point. For example, 500,000,000 will be expressed as 5 × 10⁸.
When we multiply two numbers in scientific notation, we multiply the numbers out front and then add the exponents. For instance, if we are multiplying (3 × 10⁵) × (2 × 10¹⁰), our answer will be 6 × 10¹⁵.
On the other hand, to divide two numbers in scientific notation, we divide the numbers out front and then subtract the exponents. For example, if we are dividing 1.2 x 10⁶ by 2 x 10³, our answer will be 0.6 x 10³ or 6 x 10².
When working with addition and subtraction in scientific notation, the numbers must have the same exponent in order for the operation to be performed.
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As a pharmacist, part of your daily duties is to mix medications in the proper proportions for your patients. For one of your regular patients, you always mix Medication A with Medication B in the same proportion. Last week, your patient's doctor indicated that you should mix 110 milligrams of Medication A with 154 milligrams of Medication B. However this week, the doctor said to only use 126 milligrams of Medication B. How many milligrams of Medication A should be mixed this week?
110/154 = x/126
154x/13860
x = 13860 /154 = 90
90 milligrams of medicine A
a 204 inch board is cut into two pieces. one piece is five times the length of the other.find the lengths of the two pieces
The probability that a dvd player produced by vca television is defective is estimated to be 0.06. a sample of ten players is selected at random. (round your answers to four decimal places.) (a) what is the probability that the sample contains no defective units? correct: your answer is correct. (b) what is the probability that the sample contains at most two defective units?
Simplify. Assume that all variables represent positive real numbers. sqrt y^9
rewrite 4/21 and 2/9 so that they have a common denominator, then use <, > or =
From a standard deck of cards, what is the probablility that yo uchoose a red card and then a 3, assuming you replaced the first card
15 sided polygon what is the degree of rotation
How to find the graph of a parabola?
Graphing a parabola starts by identifying the vertex from the equation of the parabola, determining whether the parabola opens upwards or downwards, plotting the vertex and other points and then joining these points with a smooth curve.
Explanation:Graphing a parabola involves understanding the equation of the parabola which takes the form y = ax² + bx + c, where 'a', 'b', and 'c' are constants. To find the graph of the parabola from this equation, follow these steps:
Find the vertex of the parabola. The vertex is given by the point (h, k), where h = -b/2a and k can be found by substituting h into the equation.Depending on the sign of 'a', determine if the parabola opens upwards ('a' positive) or downwards ('a' negative).Plot the vertex on a graph. The vertex is the lowest point on the graph if the parabola opens upwards, and the highest point if the parabola opens downwards.Use the equation to find other points on the parabola. Substitute different x-values into the equation to find corresponding y-values.Connect the dots to form a smooth curve.Remember, parabolas are a type of conic sections, formed through the intersection of a plane with a cone.
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What is 2 tens 13 ones
5/8 of the 64 musicians in a music contest are guitarist. Some of the guitarist play jazz solos, and the rest play classical solos. The ratio of the number of guitarist playing jazz solos to the total number of guitarist in the contest is 1:4. How many guitarist play classical solos in the contest?
What system of linear inequalities is shown in the graph? Enter your answers in the boxes.
Step 1
Find the slope of the dotted line A
Let
[tex]A(-3,1)\\B(0,2)[/tex]
Find the slope m
[tex]m=\frac{(y2-y1)}{(x2-x1)}[/tex]
substitute in the formula
[tex]m=\frac{(2-1)}{(0+3)}[/tex]
[tex]m=\frac{(1)}{(3)}[/tex]
[tex]mA=\frac{1}{3}[/tex]
Step 2
Find the equation of the line A
we know that
[tex]y-y1=m(x-x1)[/tex]
we have
[tex]mA=\frac{1}{3}[/tex]
[tex]B(0,2)[/tex]
substitute
[tex]y-2=\frac{1}{3}(x-0)[/tex]
[tex]y=\frac{1}{3}x+2[/tex]
Step 3
Find the equation of the inequality A
we know that
the solution is below the dotted line A
so
the inequality A is
[tex]y<\frac{1}{3}x+2[/tex]
Step 4
Find the slope of the solid line B
Let
[tex]B(0,2)\\C(1,0)[/tex]
Find the slope m
[tex]m=\frac{(y2-y1)}{(x2-x1)}[/tex]
substitute in the formula
[tex]m=\frac{(0-2)}{(1-0)}[/tex]
[tex]m=\frac{(-2)}{(1)}[/tex]
[tex]mB=-2[/tex]
Step 5
Find the equation of the line B
we know that
[tex]y-y1=m(x-x1)[/tex]
we have
[tex]mB=-2[/tex]
[tex]B(0,2)[/tex]
substitute
[tex]y-2=-2(x-0)[/tex]
[tex]y=-2x+2[/tex]
Step 6
Find the equation of the inequality B
we know that
the solution is below the solid line B
so
the inequality B is
[tex]y\leq -2x+2[/tex]
therefore
The system of linear inequalities is
[tex]y<\frac{1}{3}x+2[/tex]
[tex]y\leq -2x+2[/tex]
using a graphing tool
the solution is the shaded area
see the attached figure
Evaluate the integral f*dr where f(x,y)=<-y,x^2> and c consists of te arc of the parabola y=2x^2 from (-1,2) to (1,2)
NEED HELP WITH THIS PROBLEM. thanks
Rick has 1 1/3 pounds of sugar. He also has 2/3 pounds of flour. He needs to pour 14 of each into a mixing bowl.
How much sugar was poured into the bowl?
? pounds
How much flour was poured into the bowl?
? pounds
Kent caught an 8 pound 3 ounce trout in Pike Lake. The season's record catch so far is 129 ounces. Did Kent's fish beat the record?
The difference of a number divided by 7 and 9 is equal to 2. use the variable C what the unknown
Cassie and Maria and Kirk and Jim raked 7/8 of all the leaves. How much raking did Cassie do?
1/4x + 1/3 = 1/6x - 1/4
Garrett has deposited $519 in a savings account that earns interest at a rate of 4.2% compounded daily. What will the account balance be in 17 years?
Use the elimination method to solve the system
5x − 14y = 74
−x − 6y = 38
George exercises 15 minutes a day, every day of the year. How many minutes a year does George exercise? Write and solve an equation to find the answer.
equation : total = 15x
let x = number of days
1 year = 365 days
x = 365
total = 15(365) = 5475 minutes
How to find a ratio with the denominator of 1 without using a diagram
The point-slope form of the equation of the line that passes through (–5, –1) and (10, –7) is y + 7 = (x – 10). What is the standard form of the equation for this line?
That point slope equation given does not pass through those points, the point slope equation y + 7 = -0.4(x - 10) does, though. The standard form of that would be
2x + 5y = -15
You can get that by distributing the -0.4 out
y + 7 = -0.4x + 4
You can then add 0.4x to both sides, and subtract 7 from both sides to get
0.4x + y = -3
Now some teachers may accept this, but in correct standard form the coefficient of x is a whole number, so you have to multiply both sides by 5 to get rid of the decimal, and you get
The circular base of a cone has a radius of 5 centimeters. The height of the cone is 12 centimeters, and the slant height is 13 centimeters. What is the approximate surface area of the cone? Use 3.14 for π and round to the nearest whole number. 267 cm2 283 cm2 456 cm2 487 cm2
Answer:
Option B. is the correct option.
Step-by-step explanation:
The circular base of a cone has a radius of 5 cm. The height of the cone is 12 cm. Slant height of the cone is 13 cm.
We have to calculate the approximate surface area of the cone.
Since we know Surface area of a cone = Area of circular base + lateral area of the cone
Now Surface area of a cone = πr² + πrl = πr(r + l)
By putting the values of the dimensions of a cone in the formula.
S.A. = π (5² + 5×13) = 3.14×(25 + 65) = 3.14×(90) = 282.60 ≈ 283 cm²
Therefore, Option B is the correct option.
Lesson 10 tools of geometry unit test
Tools of geometry consist of fundamental techniques and concepts in mathematics involving measurements, calculations, vectors, and moments of inertia among others. Active learning strategies like collaborative activities and problem-solving are effective in understanding these concepts.
Explanation:The subject of your lesson, 'tools of geometry', refers to the fundamental concepts and techniques used in
Geometry
, which is a branch of mathematics concerned with the properties, measurement, and relationships of points, lines, angles, surfaces, and solids. Some of these
tools
in geometry include the ability to measure and calculate length, mass, volume, density, temperature, and time, and to perform calculations and conversions in various unit systems. In geometry, you'll also find the concept of Moments of Inertia useful, this concept revolves around calculating the moment of inertia for uniformly shaped, rigid bodies and using the parallel axis theorem to find the moment of inertia about any particular axis. Geometry also involves vector analysis, where magnitudes have both direction and quantity, represented often in bold or with an arrow above them. A key aspect of learning geometry effectively is active participation through discussions, collaborative group activities, and hands-on problem-solving.
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It is estimated that light takes 110,000 years to travel the full distance across our galaxy
In the picture please read the rest of the question.
Object moving in the xy-plane is acted on by a conservative force described by the potential-energy function u(x,y)=α(1/x2+1/y2), where α is a positive constant
It seems like the problem is asking for us to derive an expression for the force F⃗ stated in terms of the unit vectors i^ and j^.
The solution for this is:
U(x,y) = α (x^-2 + y^-2)
F = - dU(x,y)
F = - (dU/dx + dU/dy)
F = - (-2αx^-3 - 2αy^-3)
F = 2α (x^-3 + y^-3)
F = 2α (1/x^3 i + 1/y^3 j)
A conservative force is related to the potential-energy function. In this particular context, the force exerted on an object in an xy-plane is calculated using the negative gradient of the potential energy function u(x,y) given.
Explanation:The question presents a potential-energy function for an object moving in the xy-plane, with the function u(x,y)=α(1/x2+1/y2) where α is a positive constant. This case refers to the action of a conservative force.
A conservative force is characterized by the fact that the work done by the force is only dependent on the start and end points of the motion. In turn, this gives the freedom to define a potential energy for any conservative force. In the context of this potential-energy function, the conservative force acting on the object can be calculated from the negative gradient of the potential energy.
To express it quantitatively, given a potential energy function U(x), the force F acting on the object at a position x is given by F=-dU/dx. If we extend this to two dimensions in the xy-plane, the force F = - ∇U, where ∇ is the gradient operator.
Applying these concepts to your given potential energy function u(x,y)=α(1/x2+1/y2), the force acting on the object in the x and y directions can be calculated by differentiating this function with respect to x and y respectively, applying the opposite sign.
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What is the answer to this problem