Joe D. Curios is exploring a river with a strong curent. He paddles upstream by day taking measurements and readings of water quality going 5 miles a day. He drops an anchor at night, but the current is so strong is still pushes his boat 3 miles downstream each night. His destination is the dam, which is 10 miles upstream from his starting point . If he starts his journey on june 1, when will he reach the dam?
CAN U PLEASE WRITE THE WHOLE EQUATION OUT ON A PIECE OF PAPER PLEASE>>>>>>>>

To factor the polynomial 10x³ + 35x² − 4x − 14 by grouping, the greatest common factor is factored out from the first two terms and the last two terms separately. Both terms have a common factor of (2x + 7), which is the missing factor in the parentheses, and the correct answer is (B) 2x + 7.

To factor the polynomial by grouping, we need to factor out the greatest common factor from the first two terms and the last two terms separately:

10x³ + 35x² − 4x − 14

5x2(2x + 7) − 2(2x + 7)

We can see that both terms have a common factor of (2x + 7), so the missing factor in the parentheses is (2x + 7). Therefore, the answer is (B) 2x + 7.

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Answer:

To solve the equation, we need to isolate the square root term and square both sides of the equation. We have:

1 + √n + 11 = n

√n = n - 12

Squaring both sides:

n = (n - 12)^2

n = n^2 - 24n + 144

n^2 - 25n + 144 = 0

Factorizing the quadratic equation:

(n - 16)(n - 9) = 0

Therefore, n = 16 or n = 9. We need to check these solutions in the original equation to see if they are valid.

For n = 16:

1 + √16 + 11 = 16

1 + 4 + 11 = 16

16 = 16

The solution n = 16 satisfies the equation.

For n = 9:

1 + √9 + 11 = 9

1 + 3 + 11 = 9

15 = 9

The solution n = 9 does not satisfy the equation.

Therefore, the only real solution is n = 16, which corresponds to option C: -2 is an extraneous solution and 5 is a real solution.

Hope This Helps!

Answer:

B

Step-by-step explanation:

So the point of intersection is (8, 8), which is the solution to the simultaneous equations. This means that x = 8 and y = 8 satisfy both equations simultaneously. the solution to the simultaneous equations is  [tex]x = 4[/tex] and  [tex]y = -6.5[/tex]  .

f the equations were more complicated or if graphing was not possible, we could use algebraic methods such as substitution or elimination to find the solution.

a)

To plot the lines[tex]y - 1/4 x + 6[/tex]  and  [tex]y = -2x + 3/2[/tex] , we can complete the following table of values:

x [tex]y - 1/4 x + 6[/tex]  [tex]y = -2x + 3/2[/tex]

[tex]0[/tex] [tex]6[/tex]                

1 6.75            -0.5

2 7.5                 -2.5

3 8.25         -4.5

4 9                -6.5

Using these values, we can plot the two lines on the same set of axes:

b)

To find the solution to the simultaneous equations     and [tex]y = -2x +3/2[/tex] , we need to find the point where the two lines intersect on the graph. From the graph, we can see that this point is approximately (4, -6.5).

Therefore, the solution to the simultaneous equations is [tex]x = 4[/tex] and [tex]y = -6.5.[/tex]

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The answer is decreases.

In mathematics, an algebraic expression is an expression built up from constant algebraic numbers, variables, and the algebraic operations. For example, 3x² − 2xy + c is an algebraic expression.

The algebraic equation can be written in the many forms. It can be in one variable , two variable or even three or four variable. There are also many ways to put all into the equations.

So, as the question stated As x is increases, the value of the expression decreases.

Therefore, the answer is decreases.

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The expression that we need to add to 5x + 7 to make it equivalent to 9(x + 1) is -2x + 2.

To make the expressions 5x + 7 and 9(x + 1) equivalent, we need to find the expression that, when added to 5x + 7, will give us 9(x + 1).

First, we can simplify 9(x + 1) by distributing the 9:

9(x + 1) = 9x + 9

Now we can see that we need to find an expression that, when added to 5x + 7, will give us 9x + 9:

5x + 7 + ? = 9x + 9

To find the missing expression, we need to isolate the variable on one side of the equation and the constant terms on the other side:

5x - 9x = 9 - 7

Simplifying this expression, we get:

-4x = 2

Dividing both sides by -4, we get:

x = -1/2

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Question:-

What expression would be added to 5x + 7 to make it equivalent to the expression 9(x + 1)?

Answer:

See below for proof.

Step-by-step explanation:

Given expression:

[tex]\implies \dfrac{1+\csc(x)}{\cot(x)+\cos(x)}[/tex]

[tex]\boxed{\begin{minipage}{4.3 cm}\underline{Trigonometric Identities}\\\\$\csc(x)=\dfrac{1}{\sin(x)}$\\\\\\$\cot(x)=\dfrac{\cos(x)}{\sin(x)}$\\\\\\$\sec(x)=\dfrac{1}{\cos(x)}$\\\\\end{minipage}}[/tex]

Use the trigonometric identities to rewrite csc(x) and cot(x) in terms of sin(x) and cos(x):

[tex]\implies \dfrac{1+\dfrac{1}{\sin(x)}}{\dfrac{\cos(x)}{\sin(x)}+\cos(x)}[/tex]

Simplify the numerator and denominator:

[tex]\implies \dfrac{\dfrac{\sin(x)+1}{\sin(x)}}{\dfrac{\cos(x)+\sin(x)\cos(x)}{\sin(x)}}[/tex]

[tex]\textsf{Apply the fraction rule:} \quad \dfrac{\dfrac{a}{b}}{\dfrac{c}{b}}=\dfrac{a}{c}[/tex]

[tex]\implies \dfrac{\sin(x)+1}{\cos(x)+\sin(x)\cos(x)}[/tex]

Factor out cos(x) from the denominator:

[tex]\implies \dfrac{\sin(x)+1}{\cos(x)(1+\sin(x))}[/tex]

Cancel the common factor (1 + sin(x)):

[tex]\implies \dfrac{1}{\cos(x)}[/tex]

Rewrite 1/cos(x) using the identity:

[tex]\implies \sec(x)[/tex]

Therefore, the equation has been verified.

Let's see

LHS

[tex]\\ \sf\longmapsto \dfrac{1+csc(x)}{cot(x)+cos(x)}[/tex]

[tex]\\ \sf\longmapsto \dfrac{1+\dfrac{1}{sin(x)}}{\dfrac{cos(x)}{sin(x)}+cos(x)}[/tex]

[tex]\\ \sf\longmapsto \dfrac{\dfrac{1+sin(x)}{\cancel{sin(x)}}}{\dfrac{cos(x)+sin(x)cos(x)}{\cancel{sin(x)}}}[/tex]

[tex]\\ \sf\longmapsto \dfrac{1+sinx}{cosx(1+sinx)}[/tex]

[tex]\\ \sf\longmapsto \dfrac{1}{cosx}[/tex]

[tex]\\ \sf\longmapsto sec(x)[/tex]

verified

Answer:

the gravity is 100

Step-by-step explanation:

machel liconl said it in 1st ammenmens

Answer:

the answer is B) 1/2, 3.

Step-by-step explanation:

To solve the system of linear equations by graphing, we need to graph both lines and find the point where they intersect. This point will be the solution to the system.

The equation y = -1/2x+2 has a y-intercept of 2 and a slope of -1/2. We can plot this on a graph by starting at the y-intercept (0, 2) and then going down 1 unit and to the right 2 units to get another point on the line. We can then draw a straight line through these two points.

The equation y=1/2x-1 has a y-intercept of -1 and a slope of 1/2. We can plot this on the same graph by starting at the y-intercept (0, -1) and then going up 1 unit and to the right 2 units to get another point on the line. We can then draw a straight line through these two points.

The point where these two lines intersect is the solution to the system of equations. From the graph, we can see that this point is approximately (1/2, 3).

the answer is B) 1/2, 3.

To solve the system of linear equations by graphing, we need to plot the lines represented by the equations on the same coordinate plane and find the point of intersection.

|

3 | .

| \

2 | \

| \

1 | . \

| \

0 |_____________

0 1 2 3 4

Answer:

V = 75[tex]\pi[/tex] or 235.619449... cm / 235.62 cm

Hope this helps!

Step-by-step explanation:

The formula for the volume of a cone is  [tex]V=\frac{1}{3} *h*\pi r^{2}[/tex].

[tex]V = \frac{1}{3} *9*\pi 5^{2}[/tex]  ( Simplify 1/3 and 9 )

[tex]V=3*25\pi[/tex]

[tex]V=75\pi[/tex]

V = 235.619449019 or 235.62

Step-by-step explanation:

A C and H would all also be 120 degrees due to corresponding and vertical angles

As the sample size increases, the variability among the sample means decreases, option A.

The number of observations used to calculate estimates for a certain population is known as the sample size. The sample size was determined by drawing from the population. Sampling is the practise of choosing a portion of the population from which to draw conclusions about the characteristics of the entire population. A subset of a population is chosen for study based on the number of entities in it.

Population data is a sizable collection of information that covers the whole population under investigation. All the components that are investigated for the research make up a population.

Yet, sample data is a component of the population. Generally, computing the entire population is rather cumbersome and challenging. In this instance, a representative sample of the population is chosen. Sample data refers to this sample.

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Hernán Cortés had around 600 men, including soldiers and sailors, under his command during the Spanish conquest of the Aztec Empire.

Hernán Cortés led the Spanish conquest of the Aztec Empire in the early 16th century. The size of his expeditionary force varied over time, but at its peak, it is estimated that he had about 600 men under his command, including soldiers and sailors.

When Cortés first set out from Cuba to explore the mainland of Mexico in 1519, he had a force of about 600 men, including 11 ships with sailors and about 100 soldiers. However, some of his soldiers were left behind to establish a settlement on the coast, reducing his fighting force to around 500 men.

As Cortés made his way inland, he was able to recruit more indigenous allies to his cause, which increased his overall fighting strength. By the time he reached the Aztec capital of Tenochtitlan in 1521, he had an army of around 80,000 men, including native allies, although the core of his fighting force was still made up of Spanish soldiers and sailors.

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Answer:

The difference of 1.4 - 0.95 is less than one.

To understand why, we need to calculate the difference between the two numbers:

1.4 - 0.95 = 0.45

Since 0.45 is less than 1, we can conclude that the difference of 1.4 - 0.95 is less than one.

Step-by-step explanation:

The correct answer is ± 5÷2

Answer:13,595,327.65

Step-by-step explanation:

Answer:

17 males, 10 females

Step-by-step explanation:

Let f be the number of females and m be the number of males.

f + m = 27

f = m - 7, so m - 7 + m = 27

2m - 7 = 27

2m = 34

m = 17, f = 10

Answer:

C) +18 ÷ +3 = +6

Step-by-step explanation:

The average weekly change in Alvin's training can be calculated by finding the total change in his training over the 3 weeks and then dividing it by the number of weeks. Since he reduced his training by 18 miles per week, his total change over the 3 weeks would be 18 miles/week * 3 weeks = 54 miles.

To represent the average weekly change in his training using an equation, we need to divide the total change by the number of weeks, which gives us:

Average weekly change = total change ÷ number of weeks

Substituting the values we found, we get:

Average weekly change = 54 miles ÷ 3 weeks = 18 miles/week

Therefore, the expression that Tesha wrote is most likely option. [tex]C: (5 *6 + 2 *3)/(3*2*3).[/tex]

An equation is a mathematical statement that shows the equality of two expressions or values. It contains an equal's sign (=) which separates the two expressions that are equal to each other. Equations can be simple or complex and can involve one or more variables, which are typically represented by letters. Equations are used extensively in mathematics, science, engineering, and many other fields to model and solve problems. Solving an equation involves finding the values of the variables that make the equation true.

To solve this problem, we need to simplify the expression.[tex](20 + 4) /12[/tex]:

[tex](20 + 4) / 12 = 24 / 12 = 2[/tex]

So, the expression that Tesha wrote must also simplify to 2. Let's check each of the options:

A. [tex]36 / 3 *5 = 12 * 5 = 60[/tex], which is not equivalent to 2. So, option A is not the correct one.

B. [tex](3 * 3 * 3) / 3 * 1 = 27 / 3 *1 = 9 * 1 = 9[/tex], which is not equivalent to 2. So option B is not the correct one.

C. [tex](5 * 6 + 2 * 3) / (3 * 2 * 3) = (30 + 6) / 18 = 36 / 18 = 2[/tex], which is equivalent to 2. So, option C is the correct one.

D. [tex](8 * 5 *2) / (10 * 2) = 80 /20 = 4[/tex], which is not equivalent to 2. So option D is not the correct one.

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The appropriate type of t-test for this study is a one-sample t-test.

A one-sample t-test is used to determine whether a sample mean is significantly different from a known or hypothesized population mean. In this case, the researcher wants to compare the obesity rate in a small community to the known obesity rate in the United States. As the population variance is unknown, the appropriate test is a one-sample t-test instead of a z-test.

The test involves calculating the t-statistic, which measures the difference between the sample mean and the hypothesized population mean, divided by the standard error of the sample mean. The t-statistic is then compared to the critical t-value from the t-distribution to determine whether the difference is statistically significant.

Therefore, a one-sample t-test is appropriate for this study.

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The sampling interval for this account balance is $12,000.

To calculate the sampling interval, we will use the following formula:
Sampling interval = Population value (Book value) / Sample size
Student question: For an account balance with a book value of $1.5 million, the sample size is 125.

Given this information, the sampling interval will be:
Sampling interval = $1,500,000 / 125
Sampling interval = $12,000.

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Step-by-step explanation:

scalene    === all of the sides are different lengths

acute     ==== all of the angles are < than 90 degrees

  that's all

Option D. between 6 and 9 is correct.

Since we don't have the specific function, we cannot definitively determine which interval shows the function is increasing.

However, based on the information given, we can say that the function increases within one of these intervals.

It is important to know the specific function to identify the correct interval.

To determine the correct answer, we first need to understand the terms "domain," "function," and "increasing."
- Domain: The set of all possible input values (x-values) for a given function.
- Function: A mathematical relationship between input (x) and output (y) values, often represented as y = f(x).
- Increasing: A function is increasing when the output (y-value) increases as the input (x-value) increases.
Now, let's analyze the given options:
A. between 0 and 6
B. between 3 and 9
C. between 3 and 6
D. between 6 and 9

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Question:

The student can improve the investigation by using balls that are the same mass. This is because the investigation aims to study the effect of gravity on objects on Earth, and the gravitational force acting on an object is directly proportional to its mass. Therefore, in order to compare the effect of gravity on different objects, they should all have the same mass.

Using balls of different masses will make it difficult to draw any valid conclusion about how the gravitational force operates on different materials. For measuring the circumference of the balls, we would not be able to draw any conclusive results on the effect of gravity. The other option of dropping the balls from the same height is already part of the criteria mentioned and is used to ensure a consistent experimental setup.

Answer: 1 4/8 or 1 1/2

Step-by-step explanation:

1 5/8

-1/8

5/8 - 1/8 = 4/8  

add 1.....  1 4/8

The maximum-volume of open box which could made from a "10-inch" by "20-inch" piece of cardboard by cutting out squares of equal sides from 4 corners is 192.5 inch³.

We know that "Volume" of box is ⇒  V = L × W × H.

The dimensions of a piece of cardboard is 10 inches by 20 inches.

Let x = height of box, x will also be side of square taken out of each corner.

The length of box = 20 - 2x; width of box = 10 - 2x and

So, equation of Volume is ⇒ V = (20-2x) × (10-2x) × (x),

⇒ V = 4x³ - 60x² + 200x

On differentiating both sides, to get "dv/dx" :

We get,

⇒ dv/dx = 12x² - 120x + 200

Using general formula for finding roots of equation,

We get,  x = 7.886 and x = 2.113,

Since 7.886 × 2 = 15.772 inches, this is greater than the 10 inch side,

So,  x = 2.113 inches.

We have cut "2.113 inches" from each-corner to get maximum volume.

The sizes of cubes are :

⇒ Length = 20 - (2 × 2.113) = 15.774,

⇒ width = 10 - (2 × 2.113) = 5.774

⇒ Height = 2.113

So, volume = 15.774 × 5.774 × 2.113 = 192.5 cubic inches.

Therefore, the volume of cube is 192.5 inch³.

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The total energy value from these stated amounts is 214 calories.

To calculate the total energy value (in calories) from the stated amounts of protein, carbohydrates, fat, and alcohol, we can follow these steps:
1. Protein: Multiply the amount of protein (8 grams) by the energy value of protein (4 calories/gram).
2. Carbohydrates: Multiply the amount of carbohydrates (25 grams) by the energy value of carbohydrates (4 calories/gram).
3. Fat: Multiply the amount of fat (6 grams) by the energy value of fat (9 calories/gram).
4. Alcohol: Multiply the amount of alcohol (4 grams) by the energy value of alcohol (7 calories/gram).
5. Add the resulting values from steps 1-4 to find the total energy value (in calories).
Applying these steps:
1. Protein: 8 grams * 4 calories/gram = 32 calories
2. Carbohydrates: 25 grams * 4 calories/gram = 100 calories
3. Fat: 6 grams * 9 calories/gram = 54 calories
4. Alcohol: 4 grams * 7 calories/gram = 28 calories
5. Total energy value: 32 + 100 + 54 + 28 = 214 calories.

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Gas company charges are typically not linear due to the use of fixed fees, variable charges, and tiered pricing structures. While it is possible for a company to adopt a linear rate structure, it is not common in practice.

The charges levied by gas companies can vary depending on a variety of factors, including the amount of gas used, the location, the season, and other factors. However, when considering a particular rate structure, we can analyze whether the charges are linear or not.

A linear rate structure implies that the cost of gas usage is directly proportional to the amount of gas consumed. In other words, if you use twice as much gas, you would be charged exactly twice as much.

In practice, most gas companies use non-linear pricing structures that incorporate fixed charges, variable charges, and tiered pricing structures. For instance, a gas company may charge a fixed monthly fee for the gas supply, regardless of the amount of gas used. Additionally, there may be variable charges that depend on the amount of gas consumed, with different rates applying to different usage levels. Finally, some companies may apply tiered pricing structures, where the price per unit of gas increases as consumption levels increase.

For example, suppose a gas company charges a fixed fee of $10 per month for the gas supply, and then $0.10 per cubic foot of gas for the first 500 cubic feet used in a month, and then $0.15 per cubic foot for all additional usage. In this case, the pricing structure is not linear, as the rate per cubic foot of gas changes depending on the amount consumed.

It is also important to note that gas companies may adjust their pricing structures from time to time in response to market conditions, regulatory changes, or other factors. Therefore, it is important for consumers to review their bills regularly to ensure that they understand the charges and are not being overcharged.

In conclusion, gas company charges are typically not linear due to the use of fixed fees, variable charges, and tiered pricing structures. While it is possible for a company to adopt a linear rate structure, it is not common in practice.

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