plzzz helpp ASAP 1. Why is it important to know what the limitations of a particular model are? A. so you can create a prototype based on your model B. so you don't make the mistake of confusing an object and a system C. so you can revise your model to represent every property of the real thing D. so you don't confuse properties of the model with properties of the real thing

2. Mathematical and computer models are similar because both involve _____. A. using calculations to represent an object or system B. comparisons between an object or system and something familiar C. building a complex object or system isolated from the natural world D. creating real-life objects that show features of the modeled object or system

3. Some models can illustrate a system. What does the term system refer to? A. a collection of interacting things B. a set of rules or laws about things C. something with advantages and limitations D. something illustrating parts of a real-life thing

4. J.J. Thomson's Plum Pudding Model is an example of _____. A. a picture B. an analogy C. a prototype D. a mathematical model

5. An advantage of describing a cell as being like a factory is that it _____. A. makes cells easier to understand B. shows the limitations of cells clearly C. prevents having to study the complexities of cells D. is cheaper to do experiments in a factory than on a cell

6. Scientists like using models because they are often _____ than the real thing. A. more accurate B. more enjoyable to study C. cheaper and more complex D. cheaper and easier to work with

7. An advantage of J.J. Thomson's Plum Pudding Model was that it _____. A. was a much less expensive way to study atoms B. simplified the calculations necessary to describe an atom C. clearly explained where electrons were located in an atom D. is much less expensive to bake a plum pudding than to look at an atom

8. A small clay model of a volcano is an example of _____. A. an analogy B. a prototype C. a physical model D. a computer model

9. An advantage of using a model instead of the real thing is that models _____. A. include better detail B. can be easier to change C. are much more interesting to study D. don't include any features of the real thing

The division of 12e⁵ by 3e³ will be 4e².

In mathematics, the arithmetic operation has four main operators such as addition, subtraction, multiplication, and division.

The symbol of + represents the addition

The symbol of ÷  represents the division

The symbol of - represents subtraction

The symbol of × represents multiplication

Given the division,

12e⁵ by 3e³

⇒ 12e⁵ / 3e³

⇒ 12/3 × e⁵/e³

⇒ 4e²

Hence "The division of 12e⁵ by 3e³ will be 4e²".

To learn more about the arithmetic operators,

brainly.com/question/25834626

#SPJ1

Answer:

A. 141.4 cm

Step-by-step explanation:

The piramide is 141.4cm

Answer:

cost to rent each chair=$1.75, cost to rent each tabble=$10.75

Step-by-step explanation:

Hello, I can help you with this

Step 1

Define

cost to rent a chair=x

cost to rent a table=y

9x=total cost for rent 9 chair

7y = total cost for rent 7 tables

a)The total cost to rent 9 chairs and 7 tables is $91.

in mathematical terms it is

9x+7y=91....equation 1

b) The total cost to rent 3 chairs and 5 tables is

3x+5y=59.... equation 2

and you have 2 equation and 2 unknown terms

let's solve this

from equation 1 isolate x

[tex]9x+7y=91\\9x=91-7y\\x=\frac{91-7y}{9}\\ \\[/tex]

from equation 2 isolate x

[tex]3x+5y=59\\3x=59-5y\\x=\frac{59-5y}{3}[/tex]

now, x= x, so

[tex]x=\frac{91-7y}{9}\\\\\\x=\frac{59-5y}{3} \ \\\ \frac{91-7y}{9}=\frac{59-5y}{3}\\ 3(91-7y)=9(59-5y)\\273-21y=531-45y\\273-531=-45y+21y\\-258=-24y\\y=\frac{258}{24}\\ y=10.75\\[/tex]

now, we know y, use it to find x

[tex]x=\frac{59-5y}{3}\\x=\frac{59-5(10.75)}{3}\\x=\frac{59-53.75}{3}\\\\x=\frac{5.25}{3}\\ x= 1.75\\[/tex]

Have a nice day

Answer:

[tex]\frac{4}{5}[/tex]

Step-by-step explanation:

The Patel, Lopez, and Russo families all had parties recently. There were 152 adults at the Lopez party. The ratio of adults to children at the Russo party was 5 to 4. What was the ratio of adults to children at the Patel party?

(1) The Russo party had 31 more adults than children, and 47 more adults than did the Patel party.

(2) The Patel party had 40 more children, though 4 fewer people in total, than did the Lopez party, where the ratio of adults to children was 8 to 5.

Answer: Let the number of children in Russo party be x, The Russo party had 31 more adults than children, therefore the number of adults at the Russo party = x + 31. The ratio of adults to children at the Russo party was 5 to 4, we can find the number of children using:

[tex]\frac{5}{4}=\frac{x+31}{x}\\ 5x=4x+124\\x=124[/tex]

The number of children at the Russo party is 124 and the number of adult is 155 (124 + 31).

They  are 47 more adults at the Russo party than the Patel party, the number of adult at the Patel party = 155 - 47 = 108

the ratio of adults to children was 8 to 5 at the Lopez party, There were 152 adults at the party. Let x be the number of children at the Lopez party therefore:

[tex]\frac{8}{5}=\frac{152}{x}\\ 8x=760\\x=95[/tex]

The Patel party had 40 more children than the Lopez, the number of children at the Patel party = 135 (95 + 40).

The ratio of adults to children at the Patel party is [tex]\frac{108}{135} =\frac{4}{5}[/tex]

Answer:

Hey there!

Angle QRS is 70, and since it is located on the circle, we have a useful formula. If 141x-1 is called y, then 70 is half of that.

Thus, we have 141x-1=140

141x=141

x=1

Hope this helps :)

Answer:

y = -5x - 1

Step-by-step explanation:

Let the equation of a line parallel to the given line is,

y - y' = m(x - x')

Where m = slope of the line

And line passes through (x', y')

Equation of a line has been given as,

5x + y = 4

y = -5x + 4

Slope of this line = -5

By the property of parallel lines "slope of the parallel lines are same",

m = -5

Parallel line passing through (-1, 4) and slope 'm' = -5 will be,

y - 4 = -5(x + 1)

y - 4 = -5x - 5

y = -5x - 5 + 4

y = -5x - 1

Therefore, equation of the parallel line will be,

y = -5x - 1  

Answer: 9.9

Step-by-step explanation:

SINE RULE:

7/sin(31) = q / sin(47)

Therefore q = 7 / sin(31) * sin(47)

which equals: 9.9 to the nearest tenth.

Answer:

q = 9.9

Step-by-step explanation:

We can use the rule of sines

sin R             sin Q

------------- = ------------

PQ                 PR

sin 31            sin 47

------------- = ------------

 7                q

Using cross products

q sin 31 = 7 sin 47

Divide by sin 31

q = 7 sin 47 / sin 31

q =9.939995043

To the nearest tenth

q = 9.9

Answer:

$104

Step-by-step explanation:

If the cost in the store is x we can write:

75%x = 78

0.75x = 78

x = 78 / 0.75 = 104

Answer:

$104 in the store

Step-by-step explanation:

To find the original cost before the discount, you divide the discounted price by the percentage, getting 104.

=========================================

Explanation:

The boundary line is y = 2x-2. This line goes through (0,-2) and (2,2). Use the slope formula to find the slope to be m = 2, and use the y intercept b = -2 to help form the equation.

Since the boundary line is solid, we will have "or equal to" as part of the inequality sign. This indicates points on the boundary are part of the solution set. Furthermore, we will have a greater than sign because the shaded region is above the boundary. Therefore, we change the equal sign to a "greater than or equal to" sign, going from y = 2x-2 to [tex]y \ge 2x-2[/tex]

If we simply did [tex]y > 2x-2[/tex] without the "or equal to" portion, then the boundary line would be dotted or dashed to tell the reader "points on the boundary are not part of the solution set".

Answer:   simplified algebraic expression  : x

Step-by-step explanation:

The given phrase : 100 % of x

We can write 100 as 1 because 100% means complete or entire part.

Also, replace 'of' by '×' (Multiply sign).

So, the given phrase will become

1 × x   [Algebraic expression]

= x         [Simplified]

hence, the simplified algebraic expression is 'x'.

Answer:

D

Step-by-step explanation:

To be a function each value of x must correspond to only one, unique value of y.

In the given ordered pairs

Each x- value corresponds to exactly one y- value

Answer:

Step-by-step explanation:

The unit of a volume: [tex]cm^3[/tex]

The unit of a density: [tex]\dfrac{g}{cm^3}[/tex]

The density is [tex]\dfrac{mass}{volume}[/tex]

Substitute:

[tex]\dfrac{8.05g}{cm^3}=\dfrac{750g}{V}[/tex]

cross multiply

[tex]8.05gV=750gcm^3[/tex]

divide both sides by 8.05g

[tex]V\approx93.17cm^3[/tex]

The formula of a volume of a square pyramid:

[tex]V=\dfrac{1}{3}a^2H[/tex]

a - length of  square base

H - height of a pyramid

We have:

[tex]V=93.17cm^3;\ H=13.5cm[/tex]

Substitute:

[tex]93.17=\dfrac{1}{3}a^2(13.5)[/tex]

multiply both sides by 3

[tex]279.51=13.5H[/tex]

[tex]297.51=13.5a^2[/tex]

divide both sides by 13.5

[tex]a^2\approx20.7\to a=\sqrt{20.7}\approx4.55(cm)[/tex]

Answer:

Step-by-step explanation:

volume of pyramid=1/3×base area×height

let the length of base=x

base area=x²

volume V=1/3×x²×13.5=4.5 x²

mass=volume×density

750=4.5 x²×8.05=36.225 x²

x²=750/36.225

x=√(750/36.225)≈4.55 cm

Answer:

Explained below.

Step-by-step explanation:

The z-test statistic is given as follows:

[tex]Z=\frac{\bar X-\mu}{\sigma/\sqrt{n}}[/tex]

Here,

[tex]\bar X=\text{Sample Mean}\\\\\mu=\text{Population Mean}\\\\\sigma=\text{Population standard deviation}\\\\n=\text{Sample size}[/tex]

The p-value is well-defined as per the probability, [under the null-hypothesis (H₀)], of attaining a result equivalent to or greater than what was the truly observed value of the test statistic.

(i)

The difference between the sample mean and the original population mean are directly proportional to the z-test statistic.

So, increasing the  difference between [tex]\bar X[/tex] and [tex]\mu[/tex] will lead to an increase in the z-score.

And as the Z-score increases the p-value of the test decreases.

Thus, the complete statement is:

"Increasing the difference between the sample mean and the original population mean will result in an increase in the absolute value of z, and a decrease in the probability of obtaining a sample with that mean."

(ii)

The population standard deviation is inversely proportional to the z-test statistic.

So, increasing the population standard deviation will lead to a decrease in the z-score.

And as the Z-score decreases the p-value of the test increases.

Thus, the complete statement is:

"Increasing the population standard deviation will result in a decrease in the absolute value of z, and an increase in the probability of obtaining a sample with that mean"

(iii)

The number of scores in the sample is directly proportional to the z-test statistic.

So, increasing the number of scores in the sample will lead to an increase in the z-score.

And as the Z-score increases the p-value of the test decreases.

Thus, the complete statement is:

"Increasing the number of scores in the sample will result in an increase in the absolute value of z, and an decrease in the probability of obtaining a sample with that mean."

Answer: Reject [tex]H_0[/tex] if the confidence interval does not contain the value of the hypothesized mean [tex]\mu_0[/tex].

Step-by-step explanation:

In the case of Confidence Intervals and Two-Tailed Hypothesis Tests,

Null hypothesis : [tex]H_0:\mu=\mu_0[/tex]  [There is no change in mean.]

Alternative hypothesis: [tex]H_a:\mu\neq\mu_0[/tex]  [There is some difference.]

Since confidence intervals contain the true population parameter ( mean).

So, Decision rule states that

Answer:

Matched pairs design

Step-by-step explanation:

Looking at the options;

-It's not a completely randomized design because a randomized design will assign all individuals to a group which in this case it doesn't.

- It's not a randomized block design because randomized block design will group the subjects in question into 2 or more blocks which have a common characteristic and will then randomly assign subjects in each of the blocks.

-It's a matched pair because every individual/subject undergoes measurements both before and after being treated with the drugs.

Thus, the correct option is matched pairs design.

Answer:

the first one has one solution because eventually they will cross

Answer:

Hey there!

Angle 6 and angle 7 are actually supplementary angles, which are angles that add to 180 degrees.

Complementary angles are angles that add to 90 degrees.

Hope this helps :)

Answer:

∠6 & ∠7 are not complementary angles

Step-by-step explanation:

∠6 & ∠7 are supplementary angles on a line

Answer:

[tex]m\angle Z\approx22.0\textdegree[/tex]

Step-by-step explanation:

First, note that we have a right triangle. Second, we need to find angle Z, and we are given the sides opposite to angle Z and the hypotenuse. Therefore, we can use sine.

Recall that:

[tex]\sin(\theta)=opp/hyp[/tex]

The opposite side is 3 while the hypotenuse is 8. Plug in the numbers and simplify. Use a calculator:

[tex]\sin(\angle Z)=3/8\\\angle Z=\arcsin(3/8)\\\angle Z\approx 22.0243\textdegree[/tex]

Answer:

       Age                               Frequency                   Cumulative Frequency

 Less than 30                             27                                       27

 Less than 40                             37                                27 + 37  =  64

 Less than 50                              1 1                                 64 + 11   =  75

 Less than 60                               3                                  75 + 2   =  77

 Less than 70                               5                                   77 + 5   =  82

 Less than 80                               1                                     82 + 1  =  83

 Less than 90                              2                                    83 +2  =  85

Step-by-step explanation:

Given:

The Frequency Distribution table of ages of best actresses when award was won

To find:

Construct the cumulative frequency distribution

Solution:

In order to construct cumulative frequency distribution for the given data, each frequency from above table is added to the sum of the previous frequencies. For example, frequency for Less than 40  is 37 and the previous frequency (less than 30) is 27 so in order to calculate cumulative frequency 27 i.e. previous frequency is added to 37 (frequency of less than 30). The complete table is given above.

Answer: [tex]4\sqrt{3}[/tex] .

Step-by-step explanation:

Distance formula : Distance between points (a,b) and (c,d) is given by :-

[tex]D=\sqrt{(d-b)^2+(b-a)^2}[/tex]

Distance between points [tex](-4\sqrt{2},\sqrt{12}) \text{ and }(-\sqrt{32}, 2\sqrt{3})[/tex].

[tex]D=\sqrt{(2\sqrt{3}-(-\sqrt{12}))^2+(-\sqrt{32}-(-4\sqrt{2}))}\\\\=\sqrt{(2\sqrt{3}+\sqrt{2\times2\times3})^2+(-\sqrt{4\times4\times2}+4\sqrt{2})^2}\\\\=\sqrt{(2\sqrt{3}-\sqrt{2^2\times3})^2+(-\sqrt{4^2\times2}+4\sqrt{2})^2}\\\\=\sqrt{(2\sqrt{3}+2\sqrt{3})^2+(-4\sqrt{2}+4\sqrt{2})^2}\\\\=\sqrt{(4\sqrt{3})^2+0}\\\\=4\sqrt{3}\text{ units}[/tex]

Hence, the correct option is [tex]4\sqrt{3}[/tex] .

146

Step-by-step explanation:

Given:

[tex]x - \dfrac{1}{x} = 12[/tex]

To Find:

[tex] \sf \: The \: value \: of \: {x}^{2} + \dfrac{1}{ {x}^{2} } [/tex]

How to find:

Just square both side, Solve as a equation and get the answer. Simple, Isn't it?

Solution:

See in attachment.

Answer:

146

Step-by-step explanation:

The answer of this question id 146 .

you can do this type of numericals by above process.

Answer: 4

Step-by-step explanation: use pick’s theorem to solve.

I+B/2-1.

We can substitute the variables with our information from the graph:

0+10/2-1=5-1=4 that’s the answe

Hope this helps

Step-by-step explanation:

this is substitution method

Answer:

2x + y = 21

+

x - y = 6

_________

3x = 27

x = 27 ÷ 3

x= 9

x - y = 6

9 - y = 6

9 - 6 = y

3 = y

Therefore, x= 9 and y = 3

Answer:

(3x + 20)° + 70° = 180°

Step-by-step explanation:

Answer: 6

Step-by-step explanation: 1. 5c-c= 4c. The equation would then be 4c+10=34.

2. From there, you subtract 10 from both sides of the equation. By doing this, you have the variable and the nonvariable on separate sides of the equation.

3. After doing that, you should have 4c=24. To get the variable by itself, divide both sides by 4. 4c/4 is c and 24/4 is 6.

The final answer is 6. Hope this helped you:)

Answer: 1 real and 2 complex.

Step-by-step explanation:

A cubic polynomial is written as:

a*x^3 + b*x^2 + c*x + d

And the zeros are such that:

a*x^3 + b*x^2 + c*x + d  = 0

As the degree of the polynomial is 3, then we have 3 solutions (where some of them may be equal)

Now, an easy way to see the real and complex zeros of a polynomial is:

If after a change in curvature, the line touches the x-axis : that is a real zero

if it does not, then there we have a complex zero.

Here we can see two lines that do not touch the x-axis and one line that does touch the x-axis.

Then we have 2 complex zeros and one real zero.

Answer:

This is my first question but I think it's c

Step-by-step explanation:

25,000-4334=20,666

20,666/2712=7.62 which rounds to 8

Answer:

[tex]x=y-22[/tex]

Step 1:

In order to solve this equation, we must subtract the y on both sides so the y could be cancelled out on the left and could move to the right side of the equation.

[tex]y=3x+22-2x\\=-y+3x+22-2x[/tex]

Step 2:

Then, we add 2x on the right side of the equation to cancel out the -2x and bring it to the left of the equation, where the y was before.

[tex]=-y+3x+22-2x\\2x=-y+3x+22[/tex]

Step 3:

Then, we do the same thing with 3x: subtract it from the right side and add it to the 2x, which becomes -x.  

[tex]2x=-y+3x+22\\2x-3x=-y+22\\-x=-y+22[/tex]

Step 4:

Finally, we divide all the numbers by -1 to get our final answer! Reminder: we are doing all this because we have to isolate the x, since we are solving for x.

[tex]-x=-y+22\\\frac{-x}{-1} =\frac{-y}{-1}+\frac{22}{-1} \\x=y-22[/tex]

Our answer is x = y - 22. Hope this helps!

Answer:

answer: x=y-22

Step-by-step explanation:

first subtract y from both sides. then, add -2x on both sides and subtract 3x from the right so the 2x will be -x. divide everything by a - and the answers x=y-22

Answer:

33/2

Step-by-step explanation:

6 * 11/4 = 66/4 = 33/2

Answer:

  It has the same domain as the function [tex]f(x)=-\sqrt{-x}[/tex].

Step-by-step explanation:

The function ...

  [tex]f(x)=\sqrt{-x}[/tex]

has a domain of all non-positive numbers and a range of all non-negative numbers. Anything with a -x under the radical will have the same domain. Any positive root will have the same range.

__

So, we can say it has the same domain as ...

  [tex]f(x)=-\sqrt{-x}[/tex]

Answer:

A on edge

Step-by-step explanation:

hehe