The edge length and area of the face of the cube are 5. 82 meters and 203 square meters respectively
How to determine the valueThe formuka for the volume of a cube is expressed as;
Volume = a^3
Where 'a' is the length of it's edge
From the information given, we have that the volume of the cube has a value of 197 cubic meters.
Now, substitute the value of the volume
We have;
197 = a^3
Take the cube root of both sides
a = 5. 82 meters
The formula for area of the face of a cube is given as;
Area = 6a ^2
Area = 6(5.82)^2
Area = 6(33. 85)
Area = 203 square meters
Thus, the edge length and area of the face of the cube are 5. 82 meters and 203 square meters respectively
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28.007 x 10² = _____
28.007 x 10² = _2800.7_
[tex] \red{ {10}^{2} } = 100 \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\ = \red{100} \times 28.007 \: \: multiply \: the \: numbers \\ = \green {2800.7}\: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \:[/tex]
that's all :)
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[tex] \: \Large \mathbb{SOLUTION:}[/tex]
[tex] \: \: \text{28.007 × 10² }[/tex]
[tex] \: \: \text{Calculate the power}[/tex]
[tex] \: \: \text{28.007 × 100 }[/tex]
[tex] \: \: \text{Calculate the product or quotient}[/tex]
[tex] \: \: \text{\underline{\underline{2800.7}}}[/tex]
f(x) = 8x
g(x) = 12x + 3
Find (f g)(x)
f(x)= 14
g(x)= 3 - 12x
find f(x) • g(x)
please, it’s for tomorrow and i need whit the process
a) for given functions f(x) = 8x and g(x) = 12x + 3,
(f g)(x) = 96x² + 24x
b) for functions f(x)= 14 and g(x)= 3 - 12x,
f(x) • g(x) = 42 - 168x
In this question, we have been given two functions.
We need to find the given function.
a) f(x) = 8x and g(x) = 12x + 3
To find (f g)(x)
We know that, the product of functions f(x) and g(x) is:
(f g)(x) = f(x) . g(x)
(f g)(x) = (8x) (12x + 3)
(f g)(x) = 96x² + 24x
So, for given functions f(x) = 8x and g(x) = 12x + 3,
(f g)(x) = 96x² + 24x
b) f(x)= 14 and g(x)= 3 - 12x
To find f(x) • g(x)
f(x) • g(x) = (14) . (3 - 12x)
f(x) • g(x) = 42 - 168x
So, for functions f(x)= 14 and g(x)= 3 - 12x,
f(x) • g(x) = 42 - 168x
Therefore, a) for given functions f(x) = 8x and g(x) = 12x + 3,
(f g)(x) = 96x² + 24x
b) for functions f(x)= 14 and g(x)= 3 - 12x,
f(x) • g(x) = 42 - 168x
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Ivanna can type 54 words in 9 minutes. what is her rate in words per minutes
Answer: 6 words per minute
Step-by-step explanation:
54 words / 9 minutes =
54/9=6 words per minute
Answer:
6 words/min
Step-by-step explanation:
9 min --- 54 words
÷9 ( )÷9
1 min --- 6 words
Xochitl earned $94.80 at her job when she worked for 4 hours. What was her hourly
wage, in dollars per hour?
Answer: $23.70/hr
Step-by-step explanation:
x= hourly wage
4= the number of hours worked
$94.80=total earned
4x=$94.80
x=$94.80/4
x= $23.70/hr
She earned $23.70 per hour
the set of differentiable real-valued functions f on the interval .0; 3/ such that f 0 .2/ d b is a subspace of r.0;3/ if and only if b d 0.
The condition [tex]f^{\prime}(2)[/tex] = 0 to form a subspace of [tex]\mathbb{R}^{(0,3)}[/tex] is that f ∈ S is that otherwise, S wouldn't be closed under addition and thus would not be a subspace of [tex]\mathbb{R}^{(0,3)}[/tex].
What is additive identity?An identity element (like 0 in the collective of whole numbers under operation of addition) that leaves unaffected any element that it is added in a provided mathematical system.
Now, for the given question.
I'd just like to comment on the paragraph about intuition as well as the additive identity: That instinct is incorrect.
First, we could perhaps define a object that we need to confirm is a subspace of [tex]\mathbb{R}^{(0,3)}[/tex] in a more precise manner than the translation in which it is initially presented. We want to look at a set, S.
Where,
[tex]S=\left\{x, f \mid 0 < x < 3, f \in \mathbb{R}^{(0,3)} \wedge f^{\prime}(x)=0\right\}[/tex]
We are specifically tasked with having to prove the restriction just on derivative of f, which is best accomplished in the manner made reference.
The fact that S, as described above, describes a functional space explains why my initial intuition about problem is ultimately incorrect. I was hindering myself by viewing it solely as a geometric space.
As a result, I missed the fact that zero function (the additive identity in such a functional space) is indeed a natural member of S.
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The complete question is-
I'm working my way through Axler's "Linear Algebra Done Right", and I've run into a proposition that I don't understand. Namely:
The set of differentiable real-valued functions f on the interval (0, 3) such that [tex]f^{\prime}(2)[/tex] = b is a subspace of [tex]\mathbb{R}^{(0,3)}[/tex] if and only if b = 0.
My intution is that this has something to do with the fact that a subspace requires an additive identity, but that because the domain of the differentiable functions is open and exludes 0, we have to make some concessions (i.e. [tex]f^{\prime}(2)[/tex] = 0), though I'm unsure of how to work up a proof that backs this.
Why must [tex]f^{\prime}(2)[/tex] = 0 to form a subspace of [tex]\mathbb{R}^{(0,3)}[/tex]?
A college student is considering a subscription to a social- net working
Internet site that advertises its costs as "only 87 cents per day." What is the
cost of membership in dollars per year?
Answer:
$317.55
Step-by-step explanation:
There are 365 days in a year and the subscription is 0.87 cents per day.
365 * 0.87 = 317.55
Diana usually drives at an average rate of 30 mph. If Diana drives at an average rate of x mph, how long will it take her to get to Tony's house?
Diana drives for two hours at a speed of 30 mph, covering a total distance of 60 miles to get to Tony's house.
What exactly is average speed?Average speed is described as the ratio of a body's total distance traveled to the total time required to reach its destination.The total distance covered by the element in a given time interval is the average speed. A scalar quantity is average speed. It is depicted by magnitude and lacks direction.Diana drives for two hours at a speed of 30 miles per hour.
To calculate the distance she will travel
Average speed = total distance / total time
Total time = two hours and the average speed = 30 mph
30 mph = total distance / two hours
Total distance = 30 × 2
Total distance = 60 miles
Therefore, Diana drives for 2 hours at a speed of 30 mph, so the total distance traveled is 60 miles to get to Tony's house.
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consider a traingle of base 1 cm and height 1 cm.on the same base and on the same side, second traingle is drawn with half the previous height.if this process continues as many times as possible what will be the total area of all the traingles thus formed????
As n approaches infinity, the area of the triangle decreases until it equals 1, resulting in a triangle of area 1.
What is a geometric summation equation?Every term in a geometric sequence has a fixed relationship to the term before it. A popular representation of a geometric sequence containing the initial term a, the common ratio r, and a finite number of terms is a, a*r, a*r₂, ..., a*r(ₙ₋₁).
According to given value;
The area of first triangle =(1)*(1)*(1/2)=1/2
The area of second triangle =(1/2)*(1/2)
=(1/2)²
The area of third triangle =(1/2)²*(1/2)=(1/2)³
The area of [tex]n^{th}[/tex] triangle = (1/2)ⁿso the total area of all triangle is formed;=(1/2)+(1/2)²+(1/3)³+.......+(1/2)ⁿ
=(1)-(1/2ⁿ)
The formula of geometric summation equation;= a₁-(1-qⁿ)/(1-q)
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statistically speaking, the value that describes how far off an average could be is called the error.
The accuracy of a survey estimate refers to the closeness of the estimate to the true population value. Where there is a discrepancy between the value of the survey estimate and the true population value, the difference between the two is referred to as the error of the survey estimate.
The total error of the survey estimate results from the two types of error:
sampling error, which arises when only a part of the population is used to represent the whole population; and
the non-sampling error which can occur at any stage of a sample survey and can also occur with censuses. Sampling error can be measured mathematically whereas measuring non-sampling error can be difficult.
Sampling error is affected by a number of factors including sample size, sample design, the sampling fraction, and the variability within the population. In general, larger sample sizes decrease the sampling error, however, this decrease is not directly proportional.
The most commonly used measure of sampling error is called the standard error (SE). The standard error is a measure of the spread of estimates around the "true value". In practice, only one estimate is available, so the standard error can not be calculated directly.
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the ratio to the number of adults to the number of chirldren at a restaraunt is 3 to 7 whats a equavielent fraction
The equivalent fraction is: 3/7 or 6/14 or 15/35
What is an equivalent fraction?Equivalent fractions are those that, despite their visual differences, reflect the same value. You will have consumed half of a cake, for instance, if you have one, divide it into two equal pieces, and then eat one of the pieces.
Given:
Ratio of number of adults to that of children = 3:7
3 : 7 = 3/7
There can be 'n' number of equivalent fractions for this fraction, such as: 3/7, 6/14, 15/35
Hence, The equivalent fraction is: 3/7, 6/14, 15/35
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y is less than -2 in inequality notation
Given statement 'y is less than -2 ' in inequality notation would be, y < -2
In this question we have been given a statement 'y is less than -2'
We need to write given statement in inequality notation.
We know that, an inequality is a mathematical expression where two non-equal mathematical expressions or numbers are compared.
We know that we use '<' notation for less than.
Consider given statement:
y is less than -2.
⇒ y < -2
Therefore, given statement 'y is less than -2 ' in inequality notation would be, y < -2
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-30.
How can a graphing calculator help you find the solution to a system of equations? Consider this system:
5x - y = 35
3x + y = -3
a. First graph the system in a standard window. Can you see the solution on your screen?
b. To find the solution you will need to change the window on your calculator. Discuss with your team what maximum value, minimum value, and scale
you should use for the 2- and y-axes in order to see the intersection. After you have decided, check your conclusion on the graphing calculator.
c. Use a "trace" function on your calculator to find the solution from the graphs. Then solve the system algebraically.
d. Discuss the two methods with your team. Explain which one your team prefers and why.
The solution for the system of equation is 4534 and the graphical representation is attached below.
A system of equation or simultaneous equations are a pair of linear equation is 2 variables such that they represent a pair of straight line sin the cartesian plane.
The point of intersection of these two line on the cartesian plane is given by the solution of the two equation that are given.
A system of equations can be solved algebraically by matrix method , elimination method or by substitution.
Now let us solve the given equation algebraically by elimination method.
5x - y = 35
3x + y = -3
Adding the equation we get:
or, 8 x = 32
or, x = 4
putting the value of x in the first equation we get:
5 × 4 - y = 35
or, -y = 35 - 20
or, y = -15
Hence the point of intersection is ( 4 , -15 )
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If you move 50.0 meters in 10.0 seconds, what is your speed
Answer:
5 m/s
Step-by-step explanation:
The equation for speed is distance/time. The distance given is 50 meters. The time given is 10 minutes. 50/10 is 5. 5 meters per second is your speed.
What are the vertex and range of y = |x + 3| + 2?
(−3, 2); 2 ≤ y < ∞
(−3, 2); −∞ < y < ∞
(0, 5); 2 ≤ y < ∞
(0, 5); −∞ < y < ∞
Answer: B
I took the quiz
Answer:
(−3, 2); 2 ≤ y < ∞
Step-by-step explanation:
I literally took the test hours ago
whats the pattern of 1,1,11,6,6,16,11,11,21,16
The pattern is 1, 1, 11, 6, 6, 16, 11, 11, 21, 16, 16, 26.
Given,
The pattern: 1, 1, 11, 6, 6, 16, 11, 11, 21, 16.
Here,
First and second term:
1,1 = same number repeat for two times.
Third term:
11 = preceding term + 10
That is, 1 + 10 = 11: That is the third term.
As follows:
Fourth and fifth term:
6, 6 = same number repeat for two times.
Sixth term:
6 + 10 = 16
Seventh and eighth term:
11, 11 = same number repeat.
Ninth term:
11 + 10 = 21
Tenth term is given: 16
Now we have to find eleventh and twelth terms:
Tenth and eleventh should be same number repeat for two times:
16, 16
Twelth term:
16 + 10 = 26.
Now we can complete the pattern:
1, 1, 11, 6, 6, 16, 11, 11, 21, 16, 16, 26.
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Kara's Custom Tees experienced fixed costs of $800 and a variable cost of $3 per shirt. Write an equation that can be used to determine the total costs encountered by Kara's Custom Tees when x shirts are produced. Then, determine the total cost of producing 75 shirts.
The total cost of producing 75 shirts will be $1050.
It is given that Kara's Custom Tees experienced fixed costs of $800 and variable cost of $3 per shirt.
We have to find an equation and also the total cost of producing 75 shirts.
What is algebra ?
Algebra is the branch that deals with various symbols and the arithmetic operations such as addition , multiplication , etc.
As per the question ;
Fixed cost = $ 800
and
Variable cost per shirt = $3.
If x shirts are produced then ; then equation will be ;
= 800 + 3x
And total cost of 75 shirts will be ;
= 800 + 3 × 75
= 800 + 225
= $ 1050
Thus , the total cost of producing 75 shirts will be $1050.
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Convert the decimal below to a fraction in simplest form.
0.166
(166÷2)
______
(1000÷2) = 83/500
a medical researcher obtains a sample of adults suffering from diabetes. she randomly assigns people to a treatment group and to a placebo group. the treatment group receives a medication over a period of three months and the placebo group receives a placebo over the same time frame. at the end of three months the patients' symptoms are evaluated.
This is an example of an experimental study since the researcher chose who would get medicine and who would receive a placebo.
What is Experimental Study?a quantitative research technique that controls other pertinent variables while observing the effects of changes in the study's key variables The Impact of Product Modularity on Supplier Integration: A Multi-Objective Approach2 provides further information. In experimental research, participants are randomly divided into distinct groups (such as experimental and control groups) in order to ascertain the causal relationship between a given condition (an independent variable) and a certain outcome (dependent variable).An illustration of an experimental research on the subject would be to assign people at random to either spend 10 minutes on their page as the experimental treatment, or spend the same amount of time on other websites (control group).
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TRUE OF FALSE. A dilation with a scale factor that is not equal to 1 is always used to create
similar figures while it is never used to create congruent figures.
Answer:
False! as long as the the Scale Factor is 1, there is still a possibility that the figure will be congruent or greater! GOOD LUCK!
Answer: True
Step-by-step explanation: This is the difference between using transformations to create similar figures vs using transformations to create congruent figures. Similar figures are figures with the same shape. Congruent figures are figures with the same shape and size. If the scale factor is not equal to 1, then the figures are similar. If the scale factor is equal to 1, then the figures are congruent.
Jill's plant is 15 inches tall and grows 0.25 inches each week, Mox's plant is 18 inches fall and grows 0.25 inches each week. At this rate, will Jill's plan! ever be faller than Max's Explain
Note: Enter your answer and show all the steps that you use to solve this problem in the space provided.
Write an inequality for the graph.
The inequality for the graph is given by y > | x - 5 | + 1 .
An inequality in mathematics is a relation that compares two numbers or other mathematical expressions in an unequal way.
A graphical representation of an inequality in 2 dimension refers to as the region above or below the graph.
Given the graph of an inequality we write the required inequality using translation properties of a graph.
The parent function of the graph can be written as y > | x |.
the graph of y > | x | is attached below.
The following steps are used to write the inequality:
Now for the vertical shift of 1 unit of the graph we replace the y value with y-1. Therefore the new inequality becomes y-1> |x| or , y = | x | +1Now for the horizontal shift of 5 units of the graph we replace the x with x-5 , Therefore the graph becomes y > | x - 5 | + 1Hence the required inequality for the graph is given by y > | x - 5 | + 1
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c. Would the sum of the interior angles of a triangle in this type of geometry be different from those of triangle in Euclidean geometry? Explain.
The fact that the sum of the interior angles of a triangle add up to 180 is equivalent to the parallel postulate. Therefore, the sum of the interior angles of a triangle in this type of geometry be different from those of triangle in Euclidean geometry.
How to illustrate the information?There is only one parallel to the given line in Riemannian geometry. A straight line of finite length that can be continued endlessly is the second postulate of Euclid.
One of the non-Euclidean geometries that entirely rejects the validity of Euclid's fifth postulate and alters his second postulate is Riemannian geometry, commonly known as elliptic geometry. The fifth postulate of Euclid states that there is only one line that passes through a point that is not on a particular line and is parallel to that line.
In this case, the angles won't change as it's always equal
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A rectangle PQRS is dilated about the origin to form a new rectangle P ’Q ’R ’S ’, as shown. What is the scale factor of the dilation?
Answer:
3
Step-by-step explanation:
Point p was on -1, 2
Point p' was on -3, 6
IF you divde p' by p you get 3, so the dialation is 3.
√-100=____ + _____i
Answer:
[tex]10 + 1i[/tex]
Step-by-step explanation:
[tex]i = \sqrt{-1}[/tex]
[tex]\sqrt{-100} = \sqrt{100} * \sqrt{-1}[/tex]
[tex]\sqrt{-100} = 10 + 1i[/tex]
Write 512 as a product of primes.
Use index notation when giving your answer.
help me please
Answer:
2⁹
Step-by-step explanation:
Repeatedly dividing 512 by 2 which is a prime number gives:
512 = 2 x 2 x 2 x 2 x 2 x 2 x 2x 2 x 2 = 2⁹ in index notation
Answer:
1,2,4,8,16,32,64,128,256,and 512
Use the graph of
f(x) = x3
to write an equation for the function represented by each graph.
Answer:
y = - x³ - 3x² - 3x - 4
Step-by-step explanation:
!!!!!!
The function represented in the graph is -
[tex]y\ =\ -\left(x+0.9\right)^{3}-3.3[/tex]
What is a exponent? What is logarithmic function?In mathematics, if -
xⁿ = k
then -
[n] is called exponent
[x] is called base.
Logarithm is the inverse function to exponentiation. That means the logarithm of a number [x] to the base [b] is the exponent to which [b] must be raised, to produce [x]. We can write -
[tex]y = log_{e}x[/tex]
We have the function as -
f(x) = x³
Refer to the graph of the function in the modified form. The function after being translated is same as the one given in the question. The function after translation is -
[tex]y\ =\ -\left(x+0.9\right)^{3}-3.3[/tex]
Therefore, the function represented in the graph is -
[tex]y\ =\ -\left(x+0.9\right)^{3}-3.3[/tex]
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Can please anyone help me with this
Answer:
Step-by-step explanation:
im not sure but yea
what are the zeros of the expression (x-5)(2x+7)
The zeroes of the expression are 5 and -3.5.
What is an Expression?In mathematics, an expression is defined as a set of numbers, variables, and mathematical operations formed according to rules dependent on the context.
The zeroes of the expression can be found by equating the factors of the given expression with 0. Therefore, the zeroes of the expression are,
x - 5 = 0
x = 5
2x + 7 = 0
2x = -7
x = -7/2
x = -3.5
Hence, the zeroes of the expression are 5 and -3.5.
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an aaba form can be repeated to create a larger form; when b and a are repeated after the first aaba, it is called a
An AABA form can be repeated to create a larger form; when b and a are repeated after the first AABA, it is called a "partial reprise". The BA or ABA sections of the AABA structure are repeated in the majority of partial reprises.
What is reprise?The term "reprise" is derived from the French word "repris," which means "act of taking back." The word is also derived from the Latin word "reprendre," which means "taken up again." The term is typically used in music, but it can refer to any continuation of an action.
Various uses of reprise in musics are given below-
Music that is classical: Reprises are most prevalent in the sonata form's recapitulation section.Music for films: Characters and settings are given specific motifs by film composers. These motifs reappear throughout the film.Theatrical musicals: Repetition is used in musical theater as scenarios develop and characters reappear.Jazz: Repetition is used by jazz musicians in a head-solo-head music format. The players begin with a pre-composed segment labeled the head, then break off towards solos influenced by that head, & finish with a reprise of a initial theme.Rock and pop: Pop and rock are created on repetition, and whenever a tune, vocal hook, or entire chorus is repeated, we can call it a reprise.To know more about pop music, here
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annie measured a city park and made a scale drawing. the scale of the drawing was 1 millimeter : 4 meters. the soccer field is 28 millimeters long in the drawing. how long is the actual field?
Answer:
Step-by-step explanation:
34 millimeter