If applying 6 newtons of force to an object results in 42 joules of work, what distance (in meters) would the object travel?
Answer:
The object would travel 7 meters.
Step-by-step explanation:
The distance the object would travel is 7 meters if applying 6 newtons of force to an object results in 42 joules of work.
What is distance?Distance is a numerical representation of the distance between two items or locations. Distance refers to a physical length or an approximation based on other physics or common usage considerations.
We have:
If applying 6 newtons of force to an object results in 42 joules of work
We know,
Work = Force x Distance
42 = 6xDistance
Distance = 7 meters
Thus, the distance the object would travel is 7 meters if applying 6 newtons of force to an object results in 42 joules of work.
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If a box measures 1.2m by 3.4m by 0.50m, what is its volume in liter
Which canadian island has a population density that ranges from under 2 people to as many as 250 people per square mile?
Prince Edward Island in Canada has a population density that can range from less than 2 people to as many as 250 people per square mile. This is due to various factors including climate, farmland, and job opportunities.
Explanation:The Canadian island with a population density that ranges from under 2 people to as many as 250 people per square mile is Prince Edward Island. This island is one of the three Maritime Provinces in Canada and is the smallest in both land area and population. But, when it comes to population density, it has a higher range than many other islands in Canada. This is due to its favorable climate, good farmland, and the job opportunities, mainly in farming and tourism, which attract a decent population.
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Which of the following is equivalent to 34 · 3-2?
Can someone please help me with number 37?
Answer:
x = 10Step-by-step explanation:
[tex]4-(3x-5)=6-(2x+7)\\\\/-(a+b)=-1(a+b)=(-1)(a)+(-1)(b)-\text{distributive property}/\\\\4-3x-(-5)=6-2x-7\\\\4-3x+5=6-2x-7\qquad\text{combine like terms}\\\\-3x+(4+5)=-2x+(6-7)\\\\-3x+9=-2x-1\qquad\text{subtract 9 from both sides}\\\\-3x+9-9=-2x-1-9\\\\-3x=-2x-10\qquad\text{sdd}\ 2x\ \text{to both sides}\\\\-3x+2x=-2x+2x-10\\\\-x=-10\qquad\text{change the signs}\\\\\boxed{x=10}[/tex]
Answer: [tex]x=10[/tex]
Simplify both sides of the equation
[tex]4-(3x-5)=6-(2x+7)[/tex]
[tex]4+-1(3x-5)=6+-1(2x+7)[/tex] (Distribute the Negative Sign)
[tex]4+-1(3x)+(-1)(-5)=6+-1(2x)+(-1)(7)[/tex]
[tex]4+-3x+5=6+-2x+-7[/tex]
[tex](-3x)+(4+5)=(-2x)+(6+-7)[/tex] (Combine Like Terms)
[tex]-3x+9=-2x+-1[/tex]
Add 2x to both sides
[tex]-3x+9+2x=-2x-1+2x\\-x+9=-1[/tex]
Subtract 9 from both sides
[tex]-x+9-9=-1-9\\-x=-10[/tex]
Divide both sides by -1
[tex]-x/-1=-10/-1\\x=10[/tex]
What is the slope below
The perimeter of a rectangle is 525 inches and the ratio of the length to the with is 7:3 find the length of the with
The sum of the digits of a two-digit number is 7. the new number obtained when the digits are reversed is 27 less than the original number. find the original number
Ou work as a cashier for a grocery store and earn $5 per hour. you also mow lawns and earn $10 per hour. you want to earn at least $50 per week, but would like to work no more than 10 hours per week. which system of inequalities, along with y ≥ 0 and x ≥ 0, would you use to solve the real-world problem?
The problem can be represented by two inequalities: one to ensure earning at least $50 per week (5x + 10y >= 50) and another to restrict working to no more than 10 hours per week (x + y <= 10), alongside x >= 0 and y >= 0 to indicate non-negative hours worked for each job.
To determine the system of inequalities to solve the problem, we need to define variables for the number of hours spent on each job. Let's use x to represent the number of hours working as a cashier at the grocery store, and y to represent the number of hours mowing lawns. The student earns $5 per hour at the grocery store and $10 per hour mowing lawns. They want to earn at least $50 per week and work no more than 10 hours in total.
From this information, we can establish the following inequalities:
5x + 10y >= 50 (To ensure earning at least $50 per week)
x + y = 10 (To ensure working no more than 10 hours per week)
Additionally, we include y >= 0 and x >= 0 to represent that the number of hours worked at either job cannot be negative.
I need help with my essay questions!! Can someone please help me!! It would mean so much to me!!
24. You use a line of best fit for a set of data to make a prediction about an unknown value. The correlation coefficient for your data set is -0.015. How confident can you be that your predicted value will be reasonably close to the actual value ?
I get 2 points for this essay. Please help me someone! I really don't know how to answer this!! :[
An airplane traveling 245 m/s east experiences turbulence, so the pilot slows down to 230 m/s. It takes the pilot 7 seconds to slow down to this speed. What is the acceleration of the plane? Round your answer to the nearest hundredth.
2.14 m/s2
–2.14 m/s2
67.86 m/s2
–67.86 m/s2
Answer:
Acceleration, [tex]a=-2.14\ m/s^2[/tex]
Step-by-step explanation:
Initial speed of the airplane, u = 245 m/s
Final speed of the airplane, v = 230 m/s
The pilot takes 7 seconds to slow down to this speed. Let a is the acceleration of the plane. The change in velocity per unit time is called the acceleration of an object. It can be calculated as :
[tex]a=\dfrac{v-u}{t}[/tex]
[tex]a=\dfrac{230\ m/s-245\ m/s}{7\ s}[/tex]
[tex]a=-2.14\ m/s^2[/tex]
So, the acceleration of the plane is [tex]-2.14\ m/s^2[/tex]. Hence, the correct option is (b).
given f(x)=x^2-x; find f(-5)
During a certain day, a worker did 77 parts. He usually does 55 parts per day. What was the percent by which he increased the usual number of parts?
I Reaally Need Help If You Wamt Ill Eve Go Over 100 Points
What is the height of an equilateral triangle with sides that are 12 cm long? Round to the nearest tenth. (1 point)
Answer:
10.4 cm
Step-by-step explanation:
Looking at the triangle in the attached pic, we can see that the right, smaller triangle is a right triangle on which we can apply the pythagorean theorem to solve for the height, h.
Pythagorean theorem tells us [tex]c^2=a^2+b^2[/tex] where c is the hypotenuse (12 in our case) and a & b are the two legs (6 and h are the respective lengths).
So let's solve for h:
[tex]c^2=a^2+b^2\\12^2=6^2+h^2\\144=36+h^2\\144-35=h^2\\108=h^2\\h=\sqrt{108} \\h=10.4[/tex]
An auditorium is to seat 2,400 people. The building code requires three square feet for each person. How many square meters will that auditorium have?
PLZ HELP ASAP!!!
1. Give me an example of irrational number (other than pi).
Be prepared to explain how you know its irrational.
2. How do you simplify x8 / x3?
3. Estimate square root of 39 without a calculator.
Be prepared to explain.
4. Write the following number in scientific notation: 402000.
An irrational number is something that cant be expressed as a ratio. For ex:the square root of 2. Hope this helps.
25xy4 + 60xy3 5xy 5xy3 + 12xy2 5y2 + 12 5xy + 12y 5y3 + 12y2
the simplified expression is 25xy^4 + 65xy^3 + 22xy + 12xy^2 + 18y + 12y^2 + 5y^3 + 12
To simplify the given expression, we first need to combine like terms. Like terms are those that have the same variables raised to the same powers. In this case, we have terms with x and y raised to different powers.
The expression is:
25xy^4 + 60xy^3 + 5xy^3 + 5xy + 12xy^2 + 5y^2 + 12 + 5xy + 12y + 5y^3 + 12y^2
Now, let's combine the like terms:
Combine the terms with xy^4: 25xy^4
Combine the terms with xy^3: 60xy^3 + 5xy^3 = 65xy^3
Combine the terms with xy^2: 12xy^2
Combine the terms with xy: 5xy + 5xy + 12xy = 22xy
Combine the terms with y^2: 5y^2 + 12
Combine the terms with y: 12y + 5y + 12y^2 = 18y + 12y^2
Combine the terms with y^3: 5y^3 + 5y^3 = 10y^3
Now, let's put all the combined like terms together:
25xy^4 + 65xy^3 + 22xy + 12xy^2 + 18y + 12y^2 + 5y^3 + 12
This is the simplified expression.
The probable question maybe:
simplify the given expression [tex]\(25xy^4 + 60xy^3 + 5xy + 5xy^3 + 12xy^2 + 5y^2 + 12 + 5xy + 12y + 5y^3 + 12y^2\)[/tex]
Ten times the square of a non zero number is equal to eighty times the number
What is the number?
The Number in the statement is 4/5.
What is Algebra?A branch of mathematics known as algebra deals with symbols and the mathematical operations performed on them.
Variables are the name given to these symbols because they lack set values.
In order to determine the values, these symbols are also subjected to various addition, subtraction, multiplication, and division arithmetic operations.
Given:
Ten times the square of a non zero number is equal to eighty times the number.
let the number be x.
So, 10x² = 8x
10x² - 8x= 0
2(5)(x)(x) - 2 (2)(2)(x) = 0
2x( 5x - 4)= 0
Now, 2x= 0 or 5x-4=0
x= 0 or x= 4/5
Hence, the number is 4/5.
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Describe in a couple of sentences what key features you can identify from the graph of a quadratic equation?
By definition a simple random sample of size n is any sample
If 8 times a number is decreased by 20,the result is the same as 3 times the number increased by 80
Final answer:
The algebraic expression for the problem is '8n - 20 = 3n + 80', which simplifies to 'n = 20'. Therefore, the number in question is 20.
Explanation:
The question presents a classic algebra problem where we have to find the value of a variable that satisfies a given condition. Specifically, this problem states:
"If 8 times a number is decreased by 20, the result is the same as 3 times the number increased by 80."
To solve this, we'll convert the words into an algebraic equation and solve for the number. Let's use 'n' to represent the number:
8n - 20 = 3n + 80This equation tells us that when you multiply the number by 8 and subtract 20, it's equal to the result of multiplying the number by 3 and adding 80. To find 'n', we combine like terms and solve:
8n - 3n = 80 + 205n = 100n = 100 / 5n = 20Thus, the number we're looking for is 20.
Find cotθ if θ terminates in Quadrant III and secθ = - 2.
For a craft project, two equilateral triangles are taped together to create a quadrilateral. What is the quadrilateral? rhombus rectangle trapezoid square
Answer:- The quadrilateral must be a rhombus.
Explanation:-
Given :-For a craft project, two equilateral triangles are taped together to create a quadrilateral.
We know that an equilateral triangle is a triangle in which all the sides and angles are equal such that its each interior angle should be 60°.
If we join two equilateral triangle by to create a quadrilateral then the sides of the quadrilateral would be same as it was constructed by equilateral triangle.
Then the interior angle for the sides which are not joint will remain same as 60°.
But the interior angle for the vertex of quadrilateral which has formed by joining two triangles will become 60°+60°=120°.
Thus it is not a square , rectangle (no right angle )or trapezoid(quadrilateral have equal sides).
Therefore, the quadrilateral must be a rhombus.
explain using complete sentences whether or not this is the most appropriate format for representing data and why if it is not the best format explain which format should have been used instead
The most appropriate format for representing data depends on the intended audience, data type, and presentation purpose. Adherence to professional formatting guidelines is critical, and while figures can make data accessible, they should not duplicate table data. The effectiveness of formats such as complete sentences, tweets, Prezi, and visual figures varies based on the context.
When choosing the most appropriate format for representing data, several factors need to be considered such as the intended audience, the type of data, and the purpose of the data presentation. Complete sentences, Prezi presentations, 140 character tweets, and drawn pictures each have their own strengths in conveying information effectively and engagingly depending on these factors.
For professional or academic reports, complete sentences and structured paragraphs provide in-depth analysis and explanation. However, for social media platforms, 140 character tweets can quickly capture attention and convey key points. A Prezi can be highly engaging and visually appealing for presentations, making complex information accessible. Conversely, when displaying detailed findings, sometimes a well-illustrated figure or a clear table can speak volumes more efficiently.
Nonetheless, adhering to formatting guidelines is crucial in a professional context, as non-compliance could lead to the rejection of the report. It's also important to note that while figures are useful for making data accessible, they should not duplicate data presented in tables. When using figures, they must be clearly titled, referenced in the text, and situated conveniently in the report. If the figures are too dense, they can be relegated to an appendix.
In summary, there is no one-size-fits-all format for data presentation. Preference may vary depending on personal comfort with certain formats or the requirements of a specific assignment. Reflecting on the exercise of presenting information in various formats can elucidate which is most effective for your specific needs and audience.
Give an example of a rational function that has a horizontal asymptote of y = 2/9.
A wedge is cut out of a circular cylinder of radius 10 by two planes. one plane is perpendicular to the axis of the cylinder. the other intersects the first at an angle of 30° along a diameter of the cylinder. find the volume v of the wedge, taking rectangular cross-sections to be parallel to the line of intersection of the two planes, which is the x-axis. (let r = 10.)
The volume of the wedge is 50π/3 - 25√3.
Explanation:To find the volume of the wedge, we need to calculate the volume of the cylindrical segment between the two intersecting planes. The formula for the volume of a cylindrical segment is V = h((R^2θ)/2 - (R^2sinθ)/2), where h is the height of the segment, R is the radius of the cylinder, and θ is the angle of the intersection between the planes. In this case, h is 10 and θ is 30°, so the formula becomes V = 10((10^2 * π/6)/2 - (10^2 * sin(π/6))/2). Simplifying the equation gives V = 50π/3 - 25√3.
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NEED HELP FAST PLEASE!!!
What is the equation of this line?
y = -3/2x
y = 2/3x
y = -2/3x
y = 3/2x
You and your friend are selling raffle tickets for a new laptop. you sell 14 more then your friend sells. Together you and your friend sell 58 tickets. Write a system of linear equations that represent this situation. How many did each of you sell?
You sold 36 tickets and your friend sold 22 tickets.
Explanation:Let's represent the number of tickets you sell as x and the number of tickets your friend sells as y.
We know that you sell 14 more tickets than your friend, so we have the equation:
x = y + 14
We also know that together you and your friend sell 58 tickets, so the equation becomes:
x + y = 58
Now we can solve these two equations simultaneously to find the values of x and y.
Substitute the value of x from the first equation into the second equation:(y + 14) + y = 58
Combine like terms:2y + 14 = 58
Subtract 14 from both sides to isolate the variable:2y = 44
Divide both sides by 2 to solve for y:y = 22
Now substitute the value of y back into one of the original equations to solve for x:x = 22 + 14
Simplify:x = 36
Therefore, you sold 36 tickets and your friend sold 22 tickets.
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The system of equations representing the problem is y = x + 14 and x + y = 58. Solving this system we get x = 22 (friend's sold tickets) and y = 36 (your sold tickets).
Explanation:We'll use a system of linear equations to model this situation. Let's define x as the number of tickets your friend sells, and y as the number of tickets you sell. From the problem, we know two things:
1. You sell 14 more tickets than your friend: y = x + 14.
2. Together, you and your friend sell 58 tickets: x + y = 58.
To solve this system, we can substitute y in the second equation with x + 14 from the first equation. This gives us:
x + (x + 14) = 58.
Solving this we get x = 22 and substituting x into the first equation gives: y = 22 + 14 = 36.
So, your friend sold 22 tickets, and you sold 36 tickets.
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Arithmetic sequence find the next next term in the sequence 44, 51, 58, 65
Hii!
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[tex]\rightsquigarrow\circ\boldsymbol{Answer}\circ\leftharpoonup[/tex]
72
[tex]\rightsquigarrow\circ\boldsymbol{Explanation.}\circ\leftharpoonup[/tex]
To find the next term in the arithmetic sequence, we should first find the common difference.
The common difference is the amount we add or subtract to obtain the next term. In the given sequence we add 7.
So, let's find the next term.
[tex]\twoheadrightarrow\sf65+7[/tex]
[tex]\bullet[/tex] Add 7
[tex]\twoheadrightarrow\sf72[/tex]
[tex]\bullet[/tex] Great job! We found the next term
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Hope that this helped! Best wishes.
[tex]\textsl{Reach far. Aim high. Dream big.}\\\boldsymbol{-Greetings!-}[/tex]
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