Identify the infinite sequence generated by the formula an = (−1)n ⋅ 2n.

Answer:

Step-by-step explanation:

D.

No, basically because it fails the vertical line test. The correct option is C.

The vertical line test determines whether a relationship between two variables defines a function. If and only if vertical lines intersect the graph at least once, a relation is a function.

The graph fails the vertical line test because vertical lines intersect it at more than one point.

This means that some x-values correspond to multiple y-values, which violates the definition of a function.

In other words, for each x-value, there should be only one y-value, but this is not the case for all x-values. As a result, the graph does not depict a function.

Thus, the correct option is C.

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Answer:

2 : 3

Step-by-step explanation:

There are 24 red and 24 black cards in the pack since ratio is 1 : 1

8 red cards are removed leaving 16 red cards, thus

ratio of red : black = 16 : 24 = 2 : 3 ← in simplest form

The question is about the difficulty in satisfying multiple chemical conditions at once, particularly kinetically favorable conditions and thermodynamically stable conditions, which is a complex task often tested in advanced placement chemistry exams.

The question pertains to the challenges associated with satisfying multiple conditions simultaneously in the context of a Chemistry Advanced Placement (AP) Examination. Students often find it difficult to address complex problems where multiple variables must be considered and optimized at the same time. In chemistry, achieving this can involve understanding and balancing various principles such as reaction rates, equilibrium positions, and thermodynamic stability.

In reference to the AP Chemistry exam, students might come across questions that require not just recall of facts or formulas but also the application of these in dynamic scenarios. For instance, satisfying both the kinetic and thermodynamic requirements in a chemical reaction is often challenging. This is because conditions favorable for kinetics, which may involve higher temperatures to increase reaction rates, might adversely affect the thermodynamics by shifting the equilibrium away from the desired products. On the other hand, conditions that favor thermodynamic stability might result in slower reaction rates. Therefore, finding a balance where both kinetics and thermodynamics conditions are optimized is a complex task and is a concept featured in advanced placement chemistry content.

The examination of such complex issues can involve analyzing various aspects and outcomes of a reaction, predicting how changes in conditions could influence the course of the reaction, and understanding the conceptual underpinnings that govern these processes. It is a clear representation of the depth and detail expected at the college level of chemistry education, particularly AP level studies.

Answer:

1460 pens

Step-by-step explanation:

sorry been trying to find something to say but i don't have a answer for it  wish i could help

Answer:

28 degrees

Step-by-step explanation:

since DBE is 90 degrees, ABE is 90 degrees as well

given that BEF is 62 degrees

you need to subtract 90 from 62

to get 28 degrees as your answer

Answer:

[tex]135[/tex]

Step-by-step explanation:

[tex]2(5) + 5(100 - 15(5))\\10 + 500-375\\135[/tex]

The value of the expression 2x + x(100 – 15x) when x = 5 is 135.

An expression is a number, a variable, or a combination of numbers and variables and operation symbols.

The given expression is,

2x + x(100 – 15x)

Now we have to find the value of expression when x = 5

Put the value of x in the given expression we get,

2(5) + 5(100 – 15*5)

solving the brackets we get,

10 + 5( 100 - 75)

10 + 5*25

10 + 125

135

hence, the value of the expression 2x + x(100 – 15x) when x = 5 is 135.

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Answer:

In the picture attached, the function f(x) = -x² + 4x - 3 is shown.

Based on the graph of the function, the following statements are true:

Answer:

Just about 5-6-7. In that range

Step-by-step explanation:

you have to count up all the fully shaded in squares. And then what u have to do is try and put together the half of squares and so on while counting them up. It is an esta=mation question- mostly.

Answer:

you make squares around it to find the area

Step-by-step explanation:

hope this helps

The upper quartile is shown incorrectly in the box plot. So, the third option is correct.

It is given that,

Explanation:

Arrange the data values in ascending order.

74, 74, 83, 83, 83, 86, 87, 90, 92, 93, 93, 94

Divide the data in 4 equal parts.

(74, 74, 83), (83, 83, 86), (87, 90, 92), (93, 93, 94)

Now,

Minimum value: 74

First quartile: [tex]\dfrac{83+83}{2}=83[/tex]

Median: [tex]\dfrac{86+87}{2}=86.5[/tex]

Third quartile: [tex]\dfrac{92+93}{2}=92.5[/tex]

Maximum value: 94

The value of the upper quartile in the box plot is 89 which is not equal to 92.5. Thus, the third option is correct.

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Answer:

Answer: 14

Step-by-step explanation:

14

interquartile range = upper quartile - lower quartile

first, order the scores from least to greatest

55, 58, 65, 66, 70, 72, 81

thus, UQ = 72 and LQ = 58

IQR = UQ - LQ = 72 - 58 = 14

To find areas and circumferences of circles using similarity, we scale proportions from known circles to unknown circles. The diameter is twice the radius (d = 2r), allowing us to use formulas C = 2πr for circumference and A = πr^2 for area.

To determine the area and circumference of circles using similarity, we can scale up or down from a known circle to an unknown one. The relationships between circles of different sizes but with proportional radii allow us to use the similarity concept. For example, if a small circle has a radius that is half the radius of a larger circle, the area and circumference will also be in proportion to the squares and the linear dimensions, respectively.

The radius (r) and diameter (d) of a circle are directly related by the equation d = 2r. This means that diameter is twice the radius. Given the radius, we can determine the circumference of a circle (C = 2πr) and its area (A = πr2) easily. The role of π (approximately 3.14159) is critical as it provides the constant of proportionality in these equations.

Answer:

answer to q1= True

q2= true

q3= x2y6

q4= y+x+2

q5= y

Answer:

Answer to question 1. True

Answer to question 2. True

Answer to question 3.  2,6

Answer to question 4. I think it is y=x+2

Answer to question 5. I'm pretty sure it is M

I hope this helped if they were wrong I'm sorry.

Answer: [tex]f(g(x))=2x^2+16x+29[/tex]

Step-by-step explanation:

[tex]f(x)=2x^2-3\\g(x)=x+4[/tex]

f of g of x means "function f, replace x by the value of g of x"

[tex]f(g(x))=2x^2-3\\f(g(x))=2(x+4)^2-3\\f(g(x))=2(x^2+8x+16)-3\\f(g(x))=2x^2+16x+32-3\\f(g(x))=2x^2+16x+29[/tex]

Answer:

2x^3+8x^2−3x−12

Step-by-step explanation:

Given f(x)=2x^2−3 and g(x)=x+4.

What is (fg)(x)?

2x^3+8x^2−3x−12

Answer:

B - 8

Step-by-step explanation:

The answer is 8 because when determining the degree of any polynomial you find the sum of all the exponents that are attached to variables.

Since there's only one variable then you only have to take the number attached to the variable "x" which is 8.

Answer:

2k

Step-by-step explanation:

- k + 3k

3k - k

2k

The area of the garden 16√3 ft².

Given: garden base = 8 ft

Find:

Garden surface area =?

First, we must determine the height of the triangle.

82 42 = Height

Height = 64 - 16

Height = 48 cm

43 inches in height

Calculating the garden's area

Garden area = half of bxh

Garden surface area = 1/2 8 43

Garden surface area = 16v/3 ft2

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Answer:

7

Step-by-step explanation:

$849.50-$685=$164.50 which is less than 685 so it all had to be overtime hours then I did 164.50 ÷ $23.50 and got 7

Answer:

x= -57

Step-by-step explanation:

7x-63+8x-6

-x-63-7

-x=57

x=-57

Answer:

x = -57

Step-by-step explanation:

Simplify both sides of the equation:

Distribute:

(7)(x) + (7)(-9) = 8x + -6

7x + -63 = 8x -6

7x - 63 = 8x - 6

Subtract 8x from both sides

7x−63−8x=8x−6−8x

−x − 63 = −6

Add 63 to both sides

−x − 63 + 63 = −6 + 63

-x = 57

Divide both sides by -1

-x / -1 = 57 / -1

Therefore, you get x = -57

Question:

You flip a fair coin. What is P(tails)?

If necessary, round your answer to 2 decimal places.

Answer:

P(tail) = 0.5

Step-by-step explanation:

Given:

A fair die

Required

P(Tails)

A fair die has 2 sides, the head and the tail; each of the sides have equal probability.

The number of head in a die is 1 and the number of a tail in a die is 2.

Let P(tail) represent the probability of obtaining a tail.

P(tail) is calculated by number of tail divided by number of sides of a die.

Hence, P(tail) = ½

P(tail) = 0.50

"The probability of getting tails when flipping a fair coin is [tex]\(\frac{1}{2}\)[/tex] or 0.5.

A fair coin has two equally likely outcomes: heads or tails. Since a fair coin has no bias towards either side, the probability of landing on tails is the same as the probability of landing on heads.

The probability of an event E, denoted as P(E), is calculated by dividing the number of favorable outcomes by the total number of possible outcomes. In this case, the event E is getting tails. There is one favorable outcome for getting tails, and there are two possible outcomes in total (heads or tails).

Therefore, the probability of getting tails, P(tails), is given by:

[tex]\[ P(\text{tails}) = \frac{\text{Number of favorable outcomes}}{\text{Total number of possible outcomes}} = \frac{1}{2} \][/tex]

This fraction simplifies to 0.5, which is the correct probability of getting tails when flipping a fair coin. There is no need to round to 222 decimal places as the probability is exact.

we can;t answer question that need a graph without you showing the graph

Answer:

interval level of measurement

Step-by-step explanation:

Interval level of measurement is numeric and allows for mathematical operations like mean. It is quantitative and in fixed units, i.e changes in values are as a result of a phenomenon. It does not have a zero point i.e a value of zero does not mean what you are measuring is absent, for example a temperature of 0°C do not mean there is no heat applied. It specifies the distance between intervals.

Answer:

The proportion of the volume of the cone to the volume of the pyramid is: 3.14 times bigger.

Step-by-step explanation:

Given the information of the cone:

=> the volume of the cone

= 1/3π[tex]r^{2} *h[/tex]

= 1/3*3.14*[tex]5^{2} *12[/tex]

= 314 cubic inches

Given the information of the pyramid:

=> the volume of the pyramid:

= 1/3*Bh            (where B is the area of the base)

= 1/3*5*5*12

= 100 cubic inches

The proportion of the volume of the cone to the volume of the pyramid is:

= 314 /100

= 3.14 times bigger.

Hope it will find you well

Answer: 3/5

Step-by-step explanation:

If 30 acres are without grass and 20 acres have grass then you set up a fraction with the area without grass on top and the total area on the bottom which would be 30/50 then simplify to get 3/5

Answer:

[tex] \sqrt{74} [/tex]

Step-by-step explanation:

Use the Pythagorean theorem.

[tex] a^2 + b^2 = c^2 [/tex]

We are solving for the hypotenuse, c.

[tex] c^2 = a^2 + b^2 [/tex]

[tex] c^2 = 5^2 + 7^2 [/tex]

[tex] c^2 = 25 + 49 [/tex]

[tex] c^2 = 74 [/tex]

[tex] c = \sqrt{74} [/tex]

Answer: [tex] \sqrt{74} [/tex]

D is the answer because the y =-2 so that's why that's the answer

The requried there are 19 ways to choose a student who is not a seventh grader.

Arithmetic is a branch of mathematics that deals with the study of numbers, their properties, and their operations. It involves the basic operations of addition, subtraction, multiplication, and division, as well as more advanced operations such as exponents, roots, logarithms, and trigonometric functions.

There are a total of 12 + 14 + 7 = 33 students in the gym class.

The number of ways to choose a student who is not a seventh grader is equal to the number of ways to choose a sixth grader or an eighth grader.

The number of ways to choose a sixth grader is 12, and the number of ways to choose an eighth grader is 7.

So the total number of ways to choose not a seventh grader is:

12 + 7 = 19

Therefore, there are 19 ways to choose a student who is not a seventh grader.

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Final answer:

The requried there are 19 ways to choose a student who is not a seventh grader.

Explanation:

In this scenario, we need to find the ways of choosing not a seventh grader from the gym class.

To do this, we calculate the total number of ways to select a student from the gym class and then subtract the ways of selecting a seventh grader.

The total number of ways to select a student from the gym class is 12 (sixth graders) + 14 (seventh graders) + 7 (eighth graders) = 33.

The number of ways of selecting a seventh grader is 14 (since there are 14 seventh graders).

Therefore, the number of ways of not choosing a seventh grader is 33 - 14 = 19 ways.

So, there are 19 ways to choose not a seventh grader.