The statement "Whereas the carbohydrate and fat you eat is used mostly to give you energy, protein is used mostly to build and maintain your body" is True.
What are carbohydrates, fats, and proteins?
Carbohydrates, fats, and proteins are the three macronutrients that supply our bodies with energy.
All of these nutrients, particularly proteins, are required for the development and maintenance of the human body.In terms of providing energy, carbohydrates and fats are the most effective.
Carbohydrates are the body's primary source of energy. When you consume carbohydrates, they are broken down into glucose, which is transported throughout the body to be used as energy.
Fat is the second-most efficient source of energy, and it is utilized when carbohydrate stores are depleted. Fats are broken down into fatty acids and transported throughout the body, where they are utilized as an energy source. Proteins are not the body's preferred source of energy; instead, they are mostly used to build and repair tissues in the body.
In summary, while carbohydrates and fats are primarily used to produce energy, protein is mostly used for body maintenance and growth.
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How can I solve this? ASAP
The surface area of the triangular prism is 544 square inches.
What is a prism?A prism is a three-dimensional structure with two bases that are parallel and congruent and joined by lateral faces, which are a series of parallelograms or rectangles. All of the angles between the lateral faces and the bases are equal, and they are perpendicular to one another. The name of the prism is determined by the shape of the bases, such as triangular bases for a triangular prism, rectangular bases for a rectangular prism, and hexagonal bases for a hexagonal prism.
The surface area of the triangular prism is given by the formula:
SA = bh + (b1 + b2 + b3)l
Here, b = 12, h = 8, b1 = 10 + b2 = 10, b3 = 12 and l = 14.
Substituting the values we have:
SA = (12)(8) + (10 + 10 + 12)(14)
SA = 96 + (32)(14)
SA = 544 square inches.
Hence, the surface area of the triangular prism is 544 square inches.
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Corresponding graph of the slope
Clarence's dining room is 24 feet wide and 25 feet long. Clarence wants to install wooden trim around the top of the room. The trim costs $1.00 per foot. How much will it cost Clarence to buy enough trim?
If the trim costs $1.00 per foot, So it will cost Clarence $98.00 to buy enough trim.
Define the term perimeter of a rectangle?It is a two-dimensional shape with four vertices, or corners, and two pairs of parallel sides.
To find the amount of trim needed, we need to add up the perimeter of the dining room.
The perimeter of a rectangle is;
⇒ P = 2L + 2W
Here P → perimeter, L → length, and W → width.
put the given values,
⇒ P = 2(25) + 2(24) = 50 + 48 = 98 feet
Therefore, Clarence needs 98 feet of wooden trim. Multiplying this by the cost per foot gives us the total cost:
⇒ 98 feet × $1.00/foot = $98.00
So it will cost Clarence $98.00 to buy enough trim.
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If the trim is priced at $1.00 per foot, Clarence will need to spend $98.00 to purchase enough trim.
Define the term perimeter of a rectangle?It is a two-dimensional shape with two sets of parallel sides and four vertices, or corners.
We must add up the dining room's perimeter in order to determine the required amount of trim.
A rectangle's perimeter is:
P = 2L + 2W
Here P → perimeter, L → length, and W → width.
put the given values,
P = 2(25) + 2(24) = 50 + 48 = 98 feet
Clarence therefore need 98 feet of wooden trim. We may calculate the whole cost by multiplying this by the price per foot.
98 feet × $1.00/foot = $98.00
So it will cost Clarence $98.00 to buy enough trim.
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What is -(-7) ??????
The answer is 7 because two negatives cancel each other out to make a positive.
The population of a country is initially two million people and is increasing at a rate of 4% per year. The country’s annual food supply is initially adequate for four million people and is increasing at a constant rate adequate for an additional 0.5 million people per year.If the country doubled its initial food supply and maintained a constant rate of increase in the
supply adequate for an additional 0.5 million people per year, would shortages still occur? In
approximately which year? . If the country doubled the rate at which its food supply increases, in addition to doubling its
initial food supply, would shortages still occur?
in approximately 22 years, the population would exceed the food supply, even if the country doubles its initial food supply and doubles the rate at which its food supply increases.
How to calculate the rate?
To answer these questions, we need to calculate the population and food supply at different points in time and compare them.
Let's first calculate the population after t years:
Population after t years = 2,000,000 * (1 + 4%) raise to the power t
And the food supply after t years:
Food supply after t years = 4,000,000 + 0.5 million * t
Now, let's answer the first question:
If the country doubled its initial food supply and maintained a constant rate of increase in the supply adequate for an additional 0.5 million people per year, would shortages still occur?
If the country doubles its initial food supply, the new food supply would be 8,000,000, and it would still increase at a rate of 0.5 million people per year. Let's calculate the year when the population exceeds the food supply:
Population = Food supply
2,000,000 * (1 + 4%)^t = 8,000,000 + 0.5 million * t
Solving for t, we get t ≈ 17.77 years.
So, in approximately 18 years, the population would exceed the food supply, even if the country doubles its initial food supply and maintains a constant rate of increase in the supply adequate for an additional 0.5 million people per year.
Now, let's answer the second question:
If the country doubled the rate at which its food supply increases, in addition to doubling its initial food supply, would shortages still occur?
If the country doubles the rate at which its food supply increases, the new rate would be 1 million people per year. Let's calculate the year when the population exceeds the food supply:
Population = Food supply
2,000,000 * (1 + 4%) raise to the power t = 16,000,000 + 1 million * t
Solving for t, we get t ≈ 21.96 years.
So, in approximately 22 years, the population would exceed the food supply, even if the country doubles its initial food supply and doubles the rate at which its food supply increases.
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PLEASE HELP
Write and simplify a polynomial expression to find the area of 4 circles. Each circle has a radius of (4a-6)
Answer: 64πa^2-192πa+144
Step-by-step explanation:
Area of a circle: π •r^2
So then the area would be: 4•π(4a-6)^2
FOIL (4a-6)(4a-6) and get 16a^2-48a+36
Plug it in and get 4•π(16a^2-48a+36)
Distribute pi sign and get 4•(16πa^2-48πa+36π)
Distribute the 4 and you get 64πa^2-192πa+144
Answer: 64πa^2-192πa+144
Prove that the two triangles are congruent. Be sure to include each step in the proof.
Triangle ABC and triangle DEF are congruent, according to the Side-Angle-Side (SAS) postulate.
Congruent Sides Angles: What Are They?If the matching sides and angles of two triangles are the same length, then the triangles are said to be congruent. Congruent sides angles are what these are called.
Triangle ABC must be shown to be congruent with triangle DEF.
By demonstrating that the two triangles have a single pair of congruent sides, we can get started. We can observe that AB and DE are both 6 cm long.
The congruent angle between the two triangles can be demonstrated. As BAC and EDF are both right angles, we can see that they are equivalent.
Thus, according to the Side-Angle-Side (SAS) hypothesis Triangle ABC is consistent with triangle DEF, we can say.
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Gina is growing lettuce in a section of a garden. She represents this section with rectangle JKLM
The area of the rectangular section in the garden is Area = (x₂ - x₁) x (y₂ - y₁)
Now, let's look at the rectangular section of the garden represented by the coordinate plane. We are told that the section is represented by Rectangle JKLM. The four corners of this rectangle can be represented by their respective coordinates:
Point J: (x₁, y₁)
Point K: (x₂, y₁)
Point L: (x₂, y₂)
Point M: (x₁, y₂)
To find the area of this rectangle, we need to use the formula:
Area = length x width
The length of the rectangle is the distance between points J and K, which is given by:
Length = x₂ - x₁
The width of the rectangle is the distance between points J and M, which is given by:
Width = y₂ - y₁
Therefore, the area of the rectangle is:
Area = (x₂ - x₁) x (y₂ - y₁)
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Complete Question:
Gina is growing lettuce in a section of a garden. She represents this section with Rectangle JKLM. Each unit in the coordinate plane represents 1 foot.
What is the area of the section where lettuce grows?
2ft B=\ f t ^ 2. Find the base area of the barrel.
Using the formula of the area of the circle, we know that the base area of the barrel is 3.14 ft² respectively.
What is a circle?All points in a plane that are at a specific distance from a specific point, the center, form a circle.
In other words, it is the curve that a moving point in a plane draws to keep its distance from a specific point constant.
In the center of a circle, equal chords subtend equal angles.
The chord is divided in half by the radius drawn perpendicular to it.
Different-sized circles are comparable.
Rectangles, trapezoids, triangles, squares, and kites can all be encircled by circles.
So, the area of the base of the barrel would be taken out by the formula of the circle:
Radius = 2/2
Radius = 1ft
Now, area:
= πr²
= π1²
= π1
= 3.14*1
= 3.14 ft²
Therefore, using the formula of the area of the circle, we know that the base area of the barrel is 3.14 ft² respectively.
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What is the value of x given the following image?
The value of x given the following image is 13.
What is congruent angle?
When two angles have the same magnitude, they are considered congruent. In other words, they have the same angle degree. For example, if one angle measures 45 degrees, any other angle that also measures 45 degrees is congruent to it.
Congruent angles are denoted by the symbol ≅. So, if angle A and angle B have the same measure, we can write it as:
Angle A ≅ Angle B
Congruent angles have the same properties and characteristics, including being able to fit into the same spaces and be formed by the same geometric shapes. In practical terms, congruent angles are identical when placed side by side.
Finding the value of x :
Angle ABC and Angle EBD are congruent.
Value of Angle ABC is (-3x+14) degrees.
Value of Angle EBD is (-x-12) degrees.
Equating the two angles we get ,
[tex]-3x+14=-x-12[/tex]
[tex]-2x=-26[/tex]
[tex]2x=26[/tex]
[tex]x=13[/tex]
Therefore, the value of x given the following image is 13.
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5=10÷x???????????????
Answer:
x=2
Step-by-step explanation:
10÷2=5
Answer: x=2
Step-by-step explanation:
5x2 = 10
10÷5 = 2
hope this helped
An arithmetic sequence begins with −42, −32, −22, −12, −2 …
Which option below represents the formula for the sequence?
f(n) = −42 − 10(n+1)
f(n) = −42 + 10(n+1)
f(n) = −42 − 10(n−1)
f(n) = −42 + 10(n−1)
Thus, the obtained formula for the arithmetic sequence is found as:
f(n) = -42 + 10(n - 1).
Explain about the arithmetic sequence?A list of integers called an arithmetic sequence has a constant difference between terms. Any number may be the first in an arithmetic sequence, but the distance between succeeding terms must remain constant.
Unreal numbers can be used in a series. I believe that the next step in an equation should be an actual real number.
The nth term formula for the arithmetic sequence is:
f(n) = a1 + (n - 1)d
a1 is the first term n is the number of termsd is the common differencearithmetic sequence -
−42, −32, −22, −12, −2 …
a1 = -42
d = -32 - (-42) = -32 + 42 = 10
So, formula for the sequence:
f(n) = -42 + (n - 1)10
f(n) = -42 + 10(n - 1)
Thus, the obtained formula for the arithmetic sequence is found as:
f(n) = -42 + 10(n - 1).
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Work out the equation of the line of reflection that
transforms shape P into shape Q.
The equation of line of reflection that transforms shape P into shape Q is y=7.
Reflection Definitiona reflection is known as a flip. A reflection is a mirror image of its shape. An image will reflect through the line, known as the line of reflection. Every point in a figure is said to mirror the other figure when they are all equally spaced apart from one another.
In the given figure, Shape P and Shape Q touches the line y=7 and Shape Q forms exact reflection of Shape P
Hence, the equation of the line of reflection that
transforms shape P into shape Q. is y=7.
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can you draw a graph that has six vertices with degrees 5, 4, 3, 2, 2, 2? (this list is called the degree sequence of the graph.) is there more than one way to draw such a graph? what does the sum of the numbers in the degree sequence equal? can you draw a graph with degree sequence 3, 3, 2, 1, 1? what about 4, 3, 2, 1, 1?
It is possible to draw a graph with six vertices and degrees 5, 4, 3, 2, 2, 2. The sum of the numbers in the degree sequence is always even. It is possible to draw graphs with degree sequences 3, 3, 2, 1, 1, but not with 4, 3, 2, 1, 1.
Yes, it is possible to draw a graph with six vertices and the given degree sequence of 5, 4, 3, 2, 2, 2. Here is one example of such a graph:
In this graph, vertex 1 has degree 5, vertex 2 has degree 4, vertex 3 has degree 3, vertex 4 has degree 2, vertex 5 has degree 2, and vertex 6 has degree 2.
There can be more than one way to draw a graph with a given degree sequence. However, not all degree sequences can be realized as the degree sequence of a graph.
The sum of the numbers in the degree sequence is always even, since the sum is twice the number of edges in the graph. In the given degree sequence (5, 4, 3, 2, 2, 2), the sum is 18, which means the graph has 9 edges.
It is possible to draw a graph with the degree sequence 3, 3, 2, 1, 1. Here is one example of such a graph.
In this graph, vertices 1 and 2 have degree 3, vertex 3 has degree 2, and vertices 4 and 5 have degree 1.
It is not possible to draw a graph with the degree sequence 4, 3, 2, 1, 1, since the sum of the degrees in this sequence is 12, which is not even, and therefore cannot be the degree sequence of a graph.
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i am stuck on this question and need help.
1. 53
2. can you explain more it would really help more
your child is prescribed amoxicillin (40mg/kg/day; not to exceed 1500 mg per 24 hour period) to be given 3 times per day. if she weighs 81 pounds, what is the maximum dose that she should receive?
Child is prescribed amoxicillin to be given 3 times per day. If she weighs 81 pounds, the maximum dose that she should receive is 500mg.
First, we need to convert the weight of the child from pounds to kilograms. We can do this by dividing the weight in pounds by 2.205 to get the weight in kilograms:
81 pounds÷2.205=36.74 kg
Next, we can calculate the maximum dose of amoxicillin that the child should receive per day by multiplying her weight in kilograms by 40 mg/kg:
36.74 kg×40 mg/kg=1469.6 mg
Since the maximum dose should not exceed 1500 mg per 24 hour period, the child should receive no more than 1500 mg of amoxicillin per day.
Finally, we need to divide the maximum daily dose by 3 to determine the maximum dose per individual dose, since the medication is prescribed to be given 3 times per day:
1500 mg÷3=500 mg
Therefore, the maximum dose of amoxicillin that the child should receive per individual dose is 500 mg.
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Compare using <, >, or =.
3 yards
10 feet
Answer: 10 feet > 3 yards
Step-by-step explanation:
if 1 yard = 3 feet
then 3 yards = 9 feet
so 10 feet > 3yards
Help needed LIKE RN!! URGENT!!
The surface area of the cylinder is approximately 127.17 cm².
What is the surface area of the cylinder?Surface area of cylinder is the total space covered by the flat surfaces of the bases of the cylinder and its curved surface. The formula for the surface area of a cylinder is: 2πr² + 2πrh.
To solve this problem, we first need to find the radius of the cylinder. The diameter of the cylinder is 3 cm, so the radius is half of that:
r = 3/2
= 1.5 cm
We need to substitute the values we know into the formula for surface area:
= 2π(1.5)² + 2π(1.5)(12)
= 2π(2.25) + 2π(18)
= 4.5π + 36π
= 40.5π
We will now approximate the value of π to get the numerical answer, so, our Surface Area will be:
= 40.5π
= 40.5 * π
= 40.5 * 3.14
≈ 127.17 cm²
Answered question "A cylinder is 12 cm tall and has a diameter of 3 cm. What is the surface area?"
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A right triangle is shown. What is the approximate length of the hypotenuse of the triangle?
Answer:
Option D.
Step-by-step explanation:
To find hypotenuse [tex]c[/tex] use formula:
[tex]\text{Cos(B)}=\frac{a}{c}[/tex]
After substituting [tex]B=62^0[/tex] and a = 7 we have:
[tex]\text{cos}(62^o)=\frac{7}{c}[/tex]
[tex]0.4695=\frac{7}{c}[/tex]
[tex]c=\frac{7}{0.4695}[/tex]
[tex]c=14.9104[/tex]
A triangle has an area of 19.68 sqaure millimeteres and a height of 4.8 millimeteres. What is the length of the base?
Answer:
8.2mm
Step-by-step explanation:
Formula for area of triangle is 1/2 base x height
Since we are trying to find base, we must work in reverse.
19.68mm / 4.8 = 4.1mm (1/2 the base)
To find base we must multiply by 2
2 x 4.1mm = 8.2mm
Base = 8.2mm
100 points please help
In its simplest form of the quadratic equation, the answers to the equation 15z2 + 6z - 8 = 4z are z = 7/11 and z = -13/11.
Is an equation quadratic a formula?The polynomial equations of degree two in one variable of type f(x) = ax2 + bx + c = 0 and with a, b, c, and R R and a 0 are known as quadratic equations. In its most basic form, it is a quadratic equation where "a" denotes the leading coefficient and "c" is the absolute term of f. (x).
We must first transform the problem into the form ax2 + bx + c = 0 where a, b, and c are constants before we can solve 15z2 + 6z - 8 = 4z using the quadratic formula.
Here are the facts:
a = 15 - 4 = 11
b = 6
c = -8
The quadratic formula is amended with the following values:
[tex]z = (-b ± √(b^2 - 4ac)) / 2a[/tex]
We get:
[tex]z = (-6 ± √(6^2 - 4(11)(-8))) / 2(11)[/tex]
Simplifying:
z = (-6 ± √(400)) / 22
z = (-6 ± 20) / 22
Thus, the solutions are:
z = (-6 + 20) / 22 = 7/11
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Can somebody please help with this? you don't have to understand Spanish its just a word search, please.
Answer: sure....... i actually understand Spanish so this is gonna be easy.
Step-by-step explanation:
Give me a few minutes to do it
Ok for startes when you find a word cross it off the word bank that is where your first mistake is......
13. A gift box is a cube that measures 8 inches by 8 inches on all sides. What
is the lateral and surface area of the gift box without the lid?
If a gift box is a cube that measures 8 inches by 8 inches on all sides. The lateral and surface area of the gift box without the lid is 384 square inches.
How to find the lateral and surface area?Since the gift box is a cube, all its sides have the same length of 8 inches. The lateral area of a cube is the sum of the areas of all its sides except the top and bottom faces, while the surface area includes all faces, including the top and bottom.
To find the lateral area, we need to add up the areas of the four vertical sides. Since they are all the same size, we can simply multiply the area of one of them by 4. The area of one side is the height times the width, which is 8 inches by 8 inches, so the area of one side is:
8 in x 8 in = 64 sq in
Therefore, the lateral area is:
4 x 64 sq in = 256 sq in
To find the surface area, we need to add up the areas of all six faces. The area of each of the four vertical sides is still 64 square inches, so the total area of these sides is:
4 x 64 sq in = 256 sq in
The area of the top and bottom faces is also 8 in x 8 in = 64 sq in, so the total surface area is:
256 sq in + 2 x 64 sq in = 384 sq in
Therefore, the lateral area of the gift box without the lid is 256 square inches, and the surface area is 384 square inches.
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At rolling hills middle school the ratio of the total number of students to the number of students with pets is 3 to 1 if there are 243 students at the school how many students have pets
If there are 243 students at the school, then there are 81 students at Rolling Hills Middle School who have pets.
If the ratio of the total number of students to the number of students with pets at Rolling Hills Middle School is 3 to 1, this means that for every 3 students at the school, there is 1 student with a pet.
Let's represent the total number of students at the school as "3x" (since the ratio is 3 to 1, we can use any multiple of 3 as a placeholder for the total number of students), and the number of students with pets as "x". Therefore, we can write the following equation:
3x : x = 3 : 1
To solve for x, we can cross-multiply:
3x * 1 = x * 3
3x = 3x
We can see that the equation is true for any value of x, which means that there are many possible solutions. However, since we know that the total number of students at the school is 243, we can use this information to solve for x:
3x = 243
x = 81
Therefore, there are 81 students at Rolling Hills Middle School who have pets.
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the extent to which a sample over or under represents characteristics of the population is known as:
The extent to which a sample over or under represents characteristics of the population is known as sampling error.
Sampling error is the difference between the characteristics of a sample and the characteristics of the population from which it is drawn. Sampling error occurs when a sample does not accurately represent a population due to the selection of individuals. It is measured as the difference between a sample statistic and the corresponding population parameter. For example, if a sample of 100 people is taken from a population of 1,000 people, the sample might not accurately reflect the population as a whole due to random selection.
Sampling error is an important consideration in survey research, as it can have an effect on the accuracy of the results. Sampling error can be reduced by using larger sample sizes or by using more representative sampling methods.
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Which statement about this figure is true?
This figure can be named as a parallelogram and a quadrilateral.
This figure can be named as a parallelogram and a rhombus.
This figure can be named as a parallelogram and a square.
This figure can be named only as a parallelogram.
Answer:
This figure can be named as a parallelogram and a quadrilateral.
Step-by-step explanation:
A 4-sided polygon is a quadrilateral.
If both pairs of opposite sides of a quadrilateral are congruent, then the quadrilateral is a parallelogram. Since this is the case here, this quadrilateral is a parallelogram.
Answer: This figure can be named as a parallelogram and a quadrilateral.
a 86-ft tree casts a shadow that is 110 ft long. what is the angle of elevation of the sun? round the answer to two decimal places
The angle of elevation of the sun is 38.24 degrees (rounded to two decimal places).
The ratio of the height of the tree and the length of the shadow can be found by using the formula for tan which is given by:
tan(x) = (opposite/hypotenuse)
In the given problem statement, the height of the tree is opposite to the angle we are trying to find and the length of the shadow is the hypotenuse of the right-angled triangle. Therefore, we can say that:
tan(x) = opposite/hypotenuse = 86/110
We can use the inverse tangent function to find the value of x. This is because tan is the ratio of the opposite side (height of the tree) to the adjacent side (length of the shadow), and the inverse tangent function gives the angle that has that ratio.
So, tan x = 86/110 => x = tan⁻¹ (86/110) = 38.24 degrees (rounded to two decimal places). Therefore, the angle of elevation of the sun is 38.24 degrees.
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Align the variables in the equations.
2x - 3y = 9
1-6x +9y = -7
The variables in the equations are aligned as follows: 2x - 3y = 9 and
2x - 3y = 8/3
What does it mean by align a system of linear equation?When we talk about aligning a system of linear equations, we mean rearranging the equations so that the variables are in the same order and have the same coefficients. This is done to make it easier to apply methods for solving systems of equations, such as substitution or elimination.
In a system of linear equations, each equation typically involves two or more variables. The variables may have different coefficients in each equation, and they may appear in a different order. Aligning the system involves rearranging the equations in a way that puts the variables in the same order, with the same coefficients.
Align the variables in given the system of linear equations :
To align the variables in the given equations, we need to rearrange the second equation so that the coefficients of and are the same as in the first equation.
To align the variables in the equations, we need to rearrange the terms so that the x, y, and constant terms are all grouped together.
Starting with the first equation:
2x - 3y = 9
We can rearrange this as:
2x = 3y + 9
Now we can divide both sides by 2 to get x by itself:
x = (3/2)y + 4.5
Now let's move on to the second equation:
1-6x +9y = -7
We can rearrange this as:
-6x + 9y = -8
Next, we'll divide both sides by -3 to get x by itself:
2x - 3y = 8/3
Now both equations are in the form of:
ax + by = c
where a, b, and c are constants. The aligned equations are:
2x - 3y = 9
2x - 3y = 8/3
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S(t) = 2t^3 -3t^2-12t+8
(a) Find the velocity and acceleration functions
(b) Determine the time intervals when the object is slowing down or speeding up
The time interval when the object is speeding up is t > 2, and the time interval when the object is slowing down is 1 < t < 2.
The the velocity and acceleration functions
Given that
S(t) = 2t³ - 3t² - 12t + 8
Differentiate to get the velocity function
v(t) = 6t² - 6t - 12
Differentiate to get the acceleration function
a(t) = 12t - 6
The intervals of slowing down or speeding upTo determine the time intervals when the object is slowing down or speeding up, we need to examine the sign of the velocity and acceleration functions.
The object is speeding up when the velocity function is positive and the acceleration function is also positive.
This occurs when t > 2 (graphically)
Similarly, the object is slowing down at t < 2
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in a recent survey, what reason was given by nearly half of the respondents when asked what their reason was for changing jobs?
According to a recent survey, nearly half of the respondents cited better pay as their primary reason for changing jobs.
The survey was conducted on a national level and the results indicate that a majority of people are looking to increase their earnings by switching jobs.
Other reasons are:
The increasing cost of living and the desire to make ends meet. Opportunities to increase their skill set and gain experience in a new industry were other major factors that pushed them to seek a new job. Better working conditions were also cited as a primary reason by some survey respondents. This included working hours, location, job security, and organizational culture. To pursue a career path more aligned with their passions and interests. Move to a new location and a job change presented the perfect opportunity to do so.In conclusion, the survey clearly showed that the main reason for job changes among respondents was better pay. However, various other factors also play a role in an individual's decision to switch jobs, such as working conditions, career paths, and location.
To know more about changing jobs refer here:
https://brainly.com/question/20889936
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