Can someone explain this 20 points
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The distance which this light travel per second is equal to 3 × 10⁸ meters per seconds.

In Mathematics and Science, speed is the distance covered by a physical object per unit of time.

In Mathematics and Science, the speed of any a physical object can be calculated by using this formula;

Speed = distance/time

By making distance the subject of formula, we have:

Distance, d(t) = speed × time

Distance = (9.45 × 10¹⁵ meters per year) × (1 year/ 3.15 × 10⁷ seconds)

Distance = 3 × 10⁸ meters per seconds.

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Complete Question:

Light travels 9.45 × 10¹⁵ meters in a year. There are about 3.15 × 10⁷ seconds in a year. How far does light travel per second?

Answer: ⬇️⬇️

Step-by-step explanation:

In the expression 5 x y/7, the value of y that would make a product greater than 5 is 8. 

HOW TO SOLVE ALGEBRAIC EXPRESSIONS?

According to this question, the following algebraic equation was given:

5 x y/7

This equation reveals that the result can only be equal to 5 when y is exactly 7.

This is because if y = 7, y/7 = 1.

 Therefore, the value of y that would make a product greater than 5 is 8.

To find f(-1), we can use the fact that the derivative of a function f(x) gives us the slope of the tangent line to the graph of f(x) at any point x. We can use this information along with the given value of f(1) to find the equation of the tangent line at x=1, and then use that equation to find the value of f(-1).

First, we find the equation of the tangent line at x=1:
- The slope of the tangent line at x=1 is f'(1) = 833 + 12(1) + 2 = 847
- The point (1, f(1)) lies on the tangent line, so we can use the point-slope form of the equation of a line to write the equation of the tangent line:
y - (-4) = 847(x - 1)
y + 4 = 847x - 847
y = 847x - 851

Now we can use this equation to find f(-1):
- The point (-1, f(-1)) also lies on the tangent line, so we can substitute x=-1 and solve for y:
f(-1) + 4 = 847(-1) - 851
f(-1) + 4 = -1698
f(-1) = -1702

Therefore, f(-1) = -1702.
To find f(-1), we first need to determine the function f(x). We know f'(x) = 833 + 12x + 2. To find f(x), we need to integrate f'(x) with respect to x:

∫(833 + 12x + 2) dx = 833x + 6x^2 + 2x + C

Now, we use the given condition f(1) = -4 to find the constant C:

-4 = 833(1) + 6(1)^2 + 2(1) + C

Solve for C:

C = -4 - 833 - 6 - 2 = -845

Now we have the function f(x) = 833x + 6x^2 + 2x - 845. To find f(-1), plug in x = -1:

f(-1) = 833(-1) + 6(-1)^2 + 2(-1) - 845

f(-1) = -833 + 6 - 2 - 845

f(-1) = -1674

So, f(-1) equals -1674.

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The probability of a paper having exactly 4 errors can be calculated using the binomial probability formula, which is:

P(X = k) = (n choose k) * p^k * (1-p)^(n-k)

In binomial probability formula P(X = k) = (n choose k) * p^k * (1-p)^(n-k)

n is the number of trials (in this case, the number of papers graded)

k is the number of successes (in this case, the number of papers with exactly 4 errors)

p is the probability of success (in this case, the probability that a paper has an error, which can be calculated by dividing the total number of errors by the total number of papers graded)

p = 80/200 = 0.4

P(X = 4) = (200 choose 4) * 0.4^4 * (1-0.4)^(200-4) ≈ 0.153

Therefore, the probability of picking a paper at random and finding exactly 4 errors is approximately 0.153 or 15.3%.

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The size of the student body is approximately 1440 students.

To determine the size of the student body, we'll use the given information that 936 students represent 65% of the total number of students. We can set up a proportion to solve for the unknown total (let's call it "x"):

(65% of x) = 936

To express the percentage as a decimal, divide 65 by 100, which equals 0.65:

0.65 * x = 936

Next, to find the value of x, divide both sides of the equation by 0.65:

x = 936 / 0.65

x ≈ 1440

So, the size of the student body is approximately 1440 students. In this problem, we used the concept of percentage to find out the total number of students in the student body, knowing that 936 students (65%) attended the football game.

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The calculated value of x in the circle is 12.3

From the question, we have the following parameters that can be used in our computation:

The circle

∠QRS = 7x - 21

QS = 130

Using the theorem of intersecting chords, we have the following equation

∠QRS = 1/2 * QS

Substitute the known values in the above equation, so, we have the following representation

7x - 21 = 1/2 * 130

Evaluate

7x - 21 = 65

Evaluate the like terms

7x = 86

Divide by 7

x = 12.3

Hence, the value of x in the circle is 12.3

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If the area of rectangle abcd is 16in² and the area of the rectangle a’b’c’d’ is 64in², the scale factor used to dilate the rectangle was 2.

When a rectangle is dilated, its dimensions are multiplied by a common factor known as the scale factor. The scale factor is the ratio of the corresponding sides of the original rectangle and the dilated rectangle.

Let the scale factor be represented by k. The area of the original rectangle is 16 in², so we can write:

length x width = 16

Let L and W represent the length and width of the original rectangle, respectively. Therefore, we have:

LW = 16

After dilation, the area of the new rectangle is 64 in². The length and width of the new rectangle are kL and kW, respectively. Therefore, we can write:

(kL)(kW) = 64

Simplifying the above equation, we get:

k²LW = 64

Substituting the value of LW from the first equation, we get:

k²(16) = 64

Solving for k, we get:

k = √4 = 2

This means that the length and width of the new rectangle are twice the length and width of the original rectangle.

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we cannot determine whether the triangles are congruent or similar based on the given information .

Neither student is correct.

To determine whether two triangles are congruent or similar, we need to compare all three pairs of corresponding angles and all three pairs of corresponding sides.

In this case, we are given two pairs of corresponding angles: angle A in triangle ABC is congruent to angle Z in triangle XYZ, and angle B in triangle ABC is congruent to angle Y in triangle XYZ. However, we do not know the measure of angle C in triangle ABC or angle X in triangle XYZ, so we cannot compare the third pair of corresponding angles.

Furthermore, we are not given any information about the lengths of the sides of the two triangles, so we cannot compare the corresponding sides.

Therefore, we cannot determine whether the triangles are congruent or similar based on the given information.

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The equation 15√2 = x√2 can be solved, the value of x that satisfies the equation is 15.

To solve the equation 15√2 = x√2, you can divide both sides by √2 since the square root of 2 is a common factor on both sides of the equation. This gives:

15√2 / √2 = x√2 / √2

On the left side of the equation, the √2 and the denominator cancel out, leaving:

15

On the right side of the equation, the √2 and the denominator also cancel out, leaving:

x

So the solution to the equation is:

x = 15

Therefore, the value of x that satisfies the equation is 15.

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a) We can reject the null hypothesis and cthat theronclude is significant evidence that the probability of Kerrich's coin coming up heads is not 0.5. b) we get a confidence interval of 0.495 to 0.517.

a) To test the hypothesis that the probability of Kerrich's coin coming up heads is not 0.5, we can use a one-sample proportion test at the 5% level of significance. The null hypothesis is that the true proportion of heads is 0.5, and the alternative hypothesis is that it is not equal to 0.5.

The test statistic can be calculated as (5067-0.510000)/(sqrt(100000.5*0.5)) which simplifies to 5.401. The corresponding P-value can be found using a standard normal distribution table or a calculator to be approximately 3.3x10^-8, which is much smaller than 0.05. Therefore, we can reject the null hypothesis .

b) To construct a 95% confidence interval for the true proportion of heads, we can use the formula p ± z*sqrt((p(1-p))/n), where p is the sample proportion, z is the z-score corresponding to a 95% confidence level (which is 1.96), and n is the sample size. Substituting the values, we get a confidence interval of 0.495 to 0.517, which means that we can be 95% confident that the true proportion of heads falls within this range.

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Answer:

Step-by-step explanation:

Two lines are perpendicular to each other if their slopes are negative reciprocals of each other. So,  The equations i and ii are perpendicular to each other since their slopes are negative reciprocals of each other.

In other words, if the slope of one line is m, then the slope of the other line is -1/m.

To determine the slope of each equation, we can rewrite each equation in slope-intercept form, y = mx + b, where m is the slope and b is the

y-intercept.

i. 3x - 2y = 12

-2y = -3x + 12

y = (3/2)x - 6

The slope of this line is 3/2.

ii. 3x + 2y = -12

2y = -3x - 12

y = (-3/2)x - 6

The slope of this line is -3/2.

iii. 2x - 3y = -12

-3y = -2x - 12

y = (2/3)x + 4

The slope of this line is 2/3.

Therefore, equations i and ii are perpendicular to each other since their slopes are negative reciprocals of each other. Equation iii is not perpendicular to either of the other two equations.

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Answer:

$444.89

Step-by-step explanation:

PV = $400

i = 2.15%

n = 5

Compound formula:

FV = PV (1 + i)^n

FV = 400 (1 +2.15%)^5

FV = $444.89 (round to nearest cents)

The probability of drawing either a two or a ten is (4+4)/52, which simplifies to 2/13.
The probability of drawing either a two or a club is (3+13)/52, which simplifies to 4/13.

For the first question: In a standard deck of 52 cards, there are four 2s and four 10s. The probability of drawing either a two or a ten is the number of successful outcomes (drawing a 2 or a 10) divided by the total number of possible outcomes (52 cards). So, the probability is (4+4)/52 = 8/52. This can be reduced to the fraction 2/13.

For the second question: There are four 2s and thirteen clubs in a standard deck of 52 cards. Since one of the 2s is a club, there are three additional 2s that are not clubs. The probability of drawing either a two or a club is the number of successful outcomes (3 additional 2s + 13 clubs) divided by the total number of possible outcomes (52 cards). So, the probability is (3+13)/52 = 16/52. This can be reduced to the fraction 4/13.

Therefore,
1) Probability of drawing either a two or a ten: 2/13
2) Probability of drawing either a two or a club: 4/13

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Answer:16 + (1/2) × 8 = 16 + 4 = 20 unit2

Step-by-step explanation:

The function that represents the total cost (y) of buying x shirt online of $3.50 each and shipping charges of $9.50 is 3.50x + 9.50 = y

Cost of each shirt = $3.50

The fee for shipping the shirts is = $9.50

Total number of shirts bought by shirt online = x

The total cost of buying x shirts is represented by y

The total cost will be the sum of each cost of the shirt and shipping charges

y = 3.50x + 9.50

Hence, the function that represents the total cost y of buying x shirt online of $3.50 each and shipping charges of $9.50 is 3.50x + 9.50 = y

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The question is incomplete complete question is :

The teacher could buy the shirt online at 3.50 each she would also pay a fee of 9.50 for shipping the shirts. Write a function that can be used to find y the total cost in dollars of buying x shirts online.

the completed multiplication table is:  40  45  50  ,72  54  60 and 56  90  70 .by using common factor  logic we can solve this question.

what is  common factor ?

A common factor is a number that divides evenly into two or more other numbers. For example, the common factors of 12 and 18 are 1, 2, 3, and 6, because all of these numbers divide evenly into both 12 and 18.

In the given question,

From the given table, we can see that:

The first row reads 40, 45, 50 (which are multiples of 5).

The second row has an unknown number (let's call it x), 54, and 60.

The third row reads 56, an unknown number (let's call it y), 70 (which are also multiples of 7).

To find the missing numbers, we can use the fact that multiplication is commutative, meaning that the order of the factors does not matter. Therefore, we can fill in the missing numbers by looking for factors that are common to both the row and column headers.

Starting with the second row, we can see that the common factor between x and 54 is 9, since 9 x 6 = 54 and 9 x x = ?. So, the missing number in the second row is 9 x 10 = 90.

Moving on to the first column, we can see that the common factor between 40 and 56 is 8, since 8 x 5 = 40 and 8 x 7 = 56. So, the missing number in the second row, first column is 8 x 9 = 72.

Finally, we can find the missing number in the first row, second column by finding the common factor between 45 and 60, which is 15, since 15 x 3 = 45 and 15 x 4 = 60. So, the missing number in the first row, second column is 15 x 5 = 75.

Therefore, the completed multiplication table is:

40  45  50

72  54  60

56  90  70

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the slope of   [tex]6.5[/tex] in this equation indicates that for each additional year of age, the median height of boys increases by approximately 6.5 cm. Thus, option D is correct.

The statement that best interprets the slope in the context of the problem is "The slope is 6.5, this means that each year boys grow approximately  [tex]6.5[/tex]  cm."

The slope of a linear equation represents the rate of change, or the amount by which the dependent variable (in this case, median height) changes for each unit increase in the independent variable (in this case, age).

Therefore, the slope of  [tex]6.5[/tex] in this equation indicates that for each additional year of age, the median height of boys increases by approximately [tex]6.5[/tex] cm.

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This is an unfavorable variance.

To calculate the dollar variance, we subtract the actual amount from the budgeted amount:

Dollar variance = Budgeted amount - Actual amount = $106.00 - $100.00 = $6.00 (favorable)

The dollar variance of $6.00 suggests that the actual expenses were less than the budgeted expenses, which is a favorable variance.

To calculate the percentage variance, we use the following formula:

Percentage variance = (Budgeted amount - Actual amount) / Budgeted amount x 100%

Substituting the values, we get:

Percentage variance = ($106.00 - $100.00) / $106.00 x 100% = 5.66% (rounded to the nearest whole percent)

The percentage variance of 5.66% suggests that the actual expenses exceeded the budgeted expenses by 5.66%, which is an unfavorable variance.

It's important to note that the dollar variance and percentage variance provide different perspectives on the variance, and they should be considered together to fully understand the implications of the variance. In this case, the dollar variance is favorable, indicating that the company spent less than expected.

However, the percentage variance is unfavorable, indicating that the company's expenses were higher than budgeted. The company may use this information to identify areas where they can reduce expenses in the future or adjust their budgeting process to be more accurate.

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The number of people left after one week is approximately 157286.

The population of a city with 750,000 people is devastated by a unknown virus that kills 20% of the population per day.

Therefore, each day, 20% of the people are killed by the virus.

Hence, let's find the number of people left as follows:

Therefore,

7 days = 1 week

number of people left = 750,000(1 - 20%)⁷

number of people left = 750,000(1 - 0.2)⁷

number of people left = 750,000(0.8)⁷

number of people left = 750,000(0.2097152)

number of people left = 157286.4

Therefore,

number of people left after 1 week =  157286.4

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The length of lm is 10 cm.

To find the length of lm, we need to use the fact that om and oj are both diameters of their respective circles. We can start by finding the radius of each circle:

- The radius of om is half of its diameter, so it's 34 cm.
- The radius of oj is half of its diameter, so it's 27 cm.

Next, we can use the fact that jk is perpendicular to lm to create a right triangle:

- One leg of the triangle is jk, which we know is 8 cm.
- The other leg is half of the difference between the radii of the two circles, since lm connects the two circles. That means the other leg is (34 - 27)/2 = 3.5 cm.

Now we can use the Pythagorean theorem to find the length of lm:

lm² = jk² + (radius difference/2)²
lm² = 8² + 3.5²
lm² = 70.25
lm = 10 cm

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Answer:

3a - 2b - c + 16 = 23

Step-by-step explanation:

so we want to write an equetion which containe a, b and c so we have given

4a - 2b = 10 and a + c = 3

so we are going to differentiate 10 to 7 + 3 it will be

4a - 2b = 10

4a - 2b = 7 + 3 ...then we insert a + c in place of 3 b/c they are equal

4a - 2b = 7 + a + c .... we take to the left side of the equal sighn

4a - a - 2b - c = 7

3a - 2b - c = 7

thrn if we want to write the equetion =23 we add 16 both side 3a - 2b - c + 16 = 23 .

If one line has a slope of 0. 5 and another distinct line has a slope of those two lines are Parallel. The correct answer is A.

Two lines are parallel if and only if they have the same slope. If two distinct lines have different slopes, then they cannot be parallel. In this case, one line has a slope of 0.5 and the other line's slope is unknown, so we cannot determine whether they are parallel or not just by looking at their slopes.

However, if the other line's slope is perpendicular to 0.5, then the lines would be perpendicular. Two lines are perpendicular if and only if the product of their slopes is -1. Therefore, if the other line's slope is -2, then the lines would be perpendicular (0.5 * -2 = -1).

If the other line's slope is undefined (i.e., the line is vertical), then the lines would not be parallel or perpendicular, but rather they would be skew lines.

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Answer: 5(5w+6)

Step-by-step explanation:

Factor out a 5: 5(5w+6)

To check our work distribute: 25w+30

Answer: 5(5w+6)

Answer:

5 ( 5w + 5x )

Step-by-step explanation:

Just find a common factor in both terms: 5

5 ( 5w + 5x )

If you multiply again, you will see that the values of both expressions are the same.

The given expression is sin⁻¹ (sin((-5t-6)). Since the argument of sin⁻¹ and sin is the same, we can simplify the expression as follows:
sin⁻¹ (sin((-5t-6))) = -5t-6
OR, -5t-6 = (-2π/π)(-5t-6/2) = -2π(2.5t+3)/π = -5π/2(2.5t+3)
Therefore, the answer is -5π/2(2.5t+3).

Given the expression: sin^-1(sin(-5t-6))
To find the angle -z/2, we can use the following properties:
1. sin⁻¹ (sin(x)) = x, if -π/2 ≤ x ≤ π/2 (i.e., x is in the range of the principal branch of the inverse sine function).
2. The sine function has a periodicity of 2π. Therefore, sin(x) = sin(x + 2nπ), where n is an integer.

Given angle: -5t - 6
We need to add 2nπ to this angle to bring it into the range of -π/2 to π/2:
⇒ -5t - 6 + 2nπ, where n is an integer.

Now, we apply the sine and inverse sine functions:
sin⁻¹ (sin(-5t - 6 + 2nπ))

Since sin^-1(sin(x)) = x when x is in the range of the principal branch, our final expression becomes:
-z/2 = -5t - 6 + 2nπ

In this expression, -z/2 represents the angle in radians, written as a multiple of r. To find the multiple, you simply have to solve for -z/2 in terms of r.
Therefore, the answer is: -z/2 = -5t - 6 + 2nπ.

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Answer:

  [tex]\displaystyle\textsf{a) }\binom{8}{4}\\\\\textsf{b) }\binom{-8}{4}[/tex]

Step-by-step explanation:

Given a translation vector ...

  [tex]\displaystyle \binom{g}{h}[/tex]

moves g to the right and h up, you want the vectors for 8 right, 4 up, and for 8 left, 4 up.

When we have g = units to the right, and we want 8 units to the right, we know that g = 8. Similarly, h = units up, and we want 4 units up, so h = 4.

Putting these values in the vector form, we have ...

a)   8 right, 4 up matches vector ...

  [tex]\displaystyle \boxed{\binom{8}{4}}[/tex]

b)  Left is the opposite of right, so 8 units left will be represented by ...

  g = -8

As before, 4 units up means h = 4.

  [tex]\displaystyle \boxed{\binom{-8}{4}}[/tex]

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One way to model this situation is by using a probability distribution, such as the binomial distribution. The binomial distribution models the probability of a certain number of successes (in this case, rain) in a fixed number of trials (in this case, school days during springtime).

Let's say we want to simulate whether it will be raining when school is dismissed on a particular day during springtime. We can define a success as rain and a failure as no rain. Then, the probability of success (rain) is 0.4, and the probability of failure (no rain) is 0.6.

To simulate whether it will be raining on a particular day, we can use a random number generator to generate a value between 0 and 1. If the value is less than or equal to 0.4, we can consider it a success (rain) and if it's greater than 0.4, we can consider it a failure (no rain).

We can repeat this process for a large number of trials (school days during springtime) to simulate the probability of rain over a given period of time. By keeping track of the number of successes (rainy days) and failures (non-rainy days), we can estimate the probability of rain during springtime when school is dismissed.

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The conjecture "X, Y, Z and W are noncolinear" is always true when given that line segments XY and ZW intersect at point A. So option D is the correct answer.

When line segments XY and ZW intersect at point A, it means that X, Y, Z, and W do not all lie on the same line. Since they do not all lie on the same line, they are considered non-collinear.

So the correct answer is option D. X, Y, Z and W are noncolinear. ​

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The measure of the angle is 40 degrees.

Let x be the measure of the angle and y be its complement.

The sum of an angle and its complement is 90 degrees, so we have:

[tex]x+y=90[/tex]

Also, we know that "the measure of an angle of it is 160 less than 4 times its complement", which can be written as:

[tex]x=4y-160[/tex]

Now we can substitute the first equation into the second equation:

[tex]4y-160+y=90[/tex]

Simplifying and solving for y, we get:

5y = 250

y = 50

Substituting y = 50 into the first equation gives:

x + 50 = 90

x = 40

Therefore, the measure of the angle is 40 degrees.

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There is a probability that 105 of the 350 students would select May 9 for the dance.

To solve the above we need to find the proportion of students in the sample who voted for each date and this can be done by:

May 2:  18/70

  = 0.257

May 9: 39/70

  = 0.557

May 16: 13/70

   = 0.186

if the whole population of 350 students voted, then

May 2: 0.257 x 350

   =  90

May 9: 0.557 x 350

 = 195

May 16: 0.186 x 350

  = 65

From the above calculation, we can see that if 105 students out of 350) were to choose a date, the most likely date that they will select is  May 9, since it is the one that has the highest proportion of votes in the sample.

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