Answer:
No solution
Step-by-step explanation:
A bacteria culture starts with 160 bacteria and grows at a rate proportional to its size. After 5 hours
there will be 800 bacteria.
The population after t hours is 160 x (1.3797)^t.
What is the population after t hours?The first step is to determine the growth rate of the bacteria:
growth rate = (future population / initial population) ^(1/number of years) - 1
(800 / 160)^(1/5) - 1= 37.97
The exponential function : 160 x (1.3797)^t
Here is the complete question:
A bacteria culture starts with 160 bacteria and grows at a rate proportional to its size. After 5 hours
there will be 800 bacteria. Express the population after t hours as a function of t. population:
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What are the coordThe general form of the equation of a circle is 7x2 + 7y2 − 28x + 42y − 35 = 0.
The equation of this circle in standard form is
. The center of the circle is at the point
, and its radius is
units.inates for the center of the circle and the length of the radius?
The equation of this circle in standard form is (x-2)² + (y+3)² = 18
The center of the circle is at the point (2,-3), and its radius is 4.2426 units
What is circle?Circle is the 2D geometry which is round in shape with radius R.
Given is the general form of the equation of a circle is
7x² + 7y² − 28x + 42y − 35 = 0.
Dividing by 7, we get
x² -4x + y² + 6x = 5
Completing the squares, we have
x² -4x + 4 + y² +6x + 9 = 5 +4 + 9
(x-2)² + (y+3)² = 18 = (3 √2)²
Circle's center is (2,-3) and radius = 3 √2 = 4.2426 units
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Answer:
(x-2)^2 + (y+3)^2 = 18,
2,-3
3(2^(1/2)) units
Step-by-step explanation:
Below
help me please grade 5 math fast as possible please
Answer:
21/4
Step-by-step explanation:
Answer:
[tex]\frac{42}{8}[/tex]
Step-by-step explanation:
• First multiply the numerators:
6 x 7 = 42
• Then multiply the denominators:
(6 doesn't have a denominator, which is the same as having a denominator of 1)
1 x 8 = 8
∴ The answer is [tex]\frac{42}{8}[/tex] .
what two numbers mutiples by -36 and adds to 5
Answer:
+ 9 and - 4
Step-by-step explanation:
9 × - 4 = - 36
9 + (- 4) = 9 - 4 = 5
Answer:
The two numbers are :
9 and -4
9 x -4 = -36
9 + (-4) = 5
Step-by-step explanation:
Hope It Helps!!!
Please hurry i need this asap!!!
Answer:
D
Step-by-step explanation:
d) A number plus eight is five times the number
Step-by-step explanation:Keywords within mathematical phrases can be "translated" into an algebraic equation.
Keywords
First, let's define some of these keywords that can help us answer the question.
"A number" can be replaced with the variable, x"Plus" is obviously used to denote addition"Is" is used in place of an equal sign"Times" is used to show multiplicationWriting Out the Expression
In the figure, we see that the blocks "x" and "8" is equal to the block "5x". So, we can say that x plus 8 is equal to 5x. Then, using the keywords above we can replace the variables and numbers.
This creates the new sentence, "A number plus 8 is equal to five times a number."Graph of y = log(-x)?
Answer:
lklklkj
Step-by-step explanation:
67890-
The area of this rectangle is 270 cm².
Work out the value of y.
(5r-8) cm
(3x + 6) cm
y cm
Not drawn accurately
Answer:
the area of rectangle is 270 cm and its length is 18 cm
the breath of the perimeter of given rectangle respectively
used concept
area of rectangle l into b where is is v is breadth of the rectangle perimeter of rectangle 2 into l + b where I and b stands for same as the
solution
let's the length of rectangle is equal to l is equal to 18 cm
breath of rectangle is is equal to b is equal to
area of rectangle is equal to 270 CM
now according to the question and l into b is equal to a
18 into b is equal to 1070
b is equal to 270 upon 18
b is equal to 15 CM
p no no perimeter of the rectangle is equal to 2 into l + b
2 multiply 18 + 15
2 X 33
is equal to 66 cm
therefore the breath and the perimeter of rectangle are 15 cm and 66 respectively
Can you answer the question
Step-by-step explanation:
Hi There! Let me help you :)
[tex] = 8.8.8.8.8.8.8[/tex]
[tex] = ( \text{there \: are \: 7 \:numbers \: eight })[/tex]
[tex] \: [/tex]
So we can rewrite the above equation to be like this.
[tex] = 8.8.8.8.8.8.8[/tex]
[tex] = 8.(1 + 1 + 1 + 1 + 1 + 1 +1)[/tex]
[tex] = 8.7[/tex]
Jithu is curating Christmas hampers for his neighbours.
A minimum of 6 cupcakes are to be included in a hamper box.
If he wants to pack 665 cupcakes evenly into hamper boxes, what could be the smallest number of cupcakes that can be included in one hamper box?
1 hamper box, curated by Jithu can be contained 5 cupcakes.
Calculation:The total amount of cupcakes =665 nos.
Jithu wants to create a gift box, each of which contains 6 cupcakes.
We have to see first, whether 665 could be equally distributed or not.
Hence, 665/6= 110.84 unit
It is seen that the number is in a fraction.so, It can be said that 665 cakes cannot be equally distributed to each gift pack carrying 6 cakes.
Hence, 110*6=660 cupcakes.
∴665-660= 5 cupcakes in one box
So, it is concluded that Jithu could be prepared 110 gift boxes containing 6 cakes each & 1 box containing 5 cupcakes.
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What is the equation of a sine function with an amplitude of 2 and a period of 4π?
y = one-half sine (2 x)
y = one-half sine (4 pi x)
y = 2 sine (one-half x)
y = 2 sine (4 pi x)
The general equation
y=Asin(Bx)B is period and A is amplitude
A=2RearrAnge
y=2sinBxPeriod:-
2π/4π2/41/2So final equation
y=2sin(1/2x)Option C
A right angle measures 90 degrees
Step-by-step explanation:
yes right angle measure 90 degrees
mark me brainliest
Which statement accurately describes the movement of an object under a translation vector (-3)? The object moves 2 units down and then 3 units The object moves 2 units to the right and then 3 units down. The object moves 2 units up and then 3 units to the left. D. The object moves 2 units to the left and then 3 units up. A. C.
The object moves 2 units to the left and then 3 units up.
Translation of vectorsTranslation is a transformation technique used to change the position of an object on the xy-plane.
Given the translation vector (-2, 3), this translation shows a movement of an object to the left by 2units and 3 units in the upward direction
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Talia is writing a coordinate proof to show that the diagonals of a square are perpendicular. Which sentence describes what Talia should do to show that the diagonals of the square are perpendicular?
Answer:
D
Step-by-step explanation:
The product of the slopes of two perpendicular lines is -1.
If the slopes of the diagonals are 1 and -1, then their product is -1, and they are perpendicular.
Answer: D
A sentence that describes what Talia should do to show that the diagonals of the square are perpendicular is: D. show that the slope of SQ is 1 and the slope of PR is -1.
How to determine whether the quadrilateral is a square by using slope?In order for a quadrilateral to be a square, the two (2) pairs of its sides must be equal (congruent) and perpendicular to each other.
Therefore, we would have to calculate the slope of each side by using this mathematical equation:
Slope (m) = (y₂ - y₁)/(x₂ - x₁)
Slope (m₁) of SQ = (a - 0)/(a - 0)
Slope (m₁) of SQ = a/a = 1.
Slope (m₂) of PR = (a - 0)/(0 - a)
Slope (m₂) of PR = -a/a = -1.
Based on the condition for two (2) perpendicular lines, we have:
m₁ × m₂ = -1
1 × -1 = -1
-1 = -1
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What is the measurement of m? 24 6
The value of n is 12. and m is 6root5
We have given the diagram,
The measurement of m,
n = 12
According to the altitude theorem
What is the altitude theorem?
The right triangle altitude theorem or geometric mean theorem is a result in elementary geometry that describes a relation between the altitude on the hypotenuse in a right triangle and the two-line segments it creates on the hypotenuse.
24/n = n/6
The Cross multiply
24 * 6 = n²
144 = n²
n² = 144
n = √144
n = 12
[tex]m^2=6^2+n^2[/tex]
[tex]m^2=6^2+12^2\\m^2=36+144\\m^2=180[/tex]
[tex]m=\sqrt{180} \\m=2\cdot \:3\sqrt{5}\\m=6\sqrt{5}[/tex]
Hence the value of n is 12.
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Answer:
12
Step-by-step explanation:
can someone please help meee
Answer:
Step-by-step explanation:
Ok so you are given the values of the slope-intercept form with m being the slope and b being the y-intercept. So since b is equal to -1 you want to plot a point at (0, -1) since that is the y-intercept (when x = 0). The next thing you want to do is look at the slope, which is essentially saying each time x increases by 5 the y-value decreases by 4 or in other words rise/run which is negative which is why you're going down. So from the point (0, -1) go forward 5 units and go down 4 units which should lead you to (5, -5) and the third point you can plot is by going backwards instead of forwards. So instead of every time x increases by 5 y decreases by 4 you're going to do the inverse. Every time x decreases by 5, y is going to increase by 4. So by doing this from the y-intercept (0, -1) you should go backwards 5 units and up 4 units which should lead you to (-5, 3). And then now just draw a line that goes through all those three points. Hope that helps :)
In triangle ABC, what is the m
Answer: 38°
Using cosine rule,
a² = b² + c² -2bc cos(A)
Insert values from diagram
14² = 18² + 22.8² - 2(18)(22.8) cos(A)
196 = 324 + 519.84 - 820.8 cos(A)
-820.8 cos(A) = 196 - 324 - 519.84
-820.8 cos(A) = -647.84
cos(A) = -647.84/-820.8
A = cos^{-1} (-647.84/-820.8)
A = 37.88°
A ≈ 38°
Answer:
[tex]\boxed {38^{o}}[/tex]
Step-by-step explanation:
Applying Law of Cosines :
⇒ a² = b² + c² - 2bc(cos A)
⇒ 14² = 22.8² + 18² - 2(22.8)(18)(cos A)
⇒ 820.8(cos A) = 519.84 + 324 - 196
⇒ 820.8(cos A) = 647.84
⇒ cos A = 647.84/820.8
⇒ cos A = 0.789278752
⇒ m ∠A = cos⁻¹ (0.789278752)
⇒ m ∠A = 37.88 ≈ 38°
En una clase hay 30 alumnos. Las 3/5 partes son chicas ¿Cuántas chicas hay?
Answer:
18
Step-by-step explanation:
30/5=6
6*3=18
can someone do this i sent a ss with it aswell
Answer:
the answer is 6
Step-by-step explanation:
1. 3x+4=22
2. subtract 4 from both sides
3x+4=22
-4=22
-4
3. rewrite the equation 3x=18
4. divide 3 from both sides
3x/3=18/3
hint: 3x/3 cancels out so you just have x
5. divide 18 by 3
6.x=6
How do you find inverse functions?
will give brainliest to first helpful response
Answer:
swap x and y
Step-by-step explanation:
You can find an inverse function by replacing "x" and "y"
for example:
y = mx + b
becomes
x = my + b
if your equation is:
f(x) = 3(x²) - 3
{remember, f(x) means the same thing as y}
y = 3(x²) - 3
inverse:
x = 3(y²) - 3
this is it, hope this is helpful!!
Answer:
make every (x) a (y)
Find (f + g)(x).
(f + g)(x) =
The value of (f + g)(x) is 2x + 8
Complete questionLet f(x) = 4x + 3 and g(x) = -2x + 5.
Find (f + g)(x).
How to evaluate the composite function?The functions are given as:
f(x) = 4x + 3
g(x) = -2x + 5
The composite function (f + g)(x) is calculated using
(f + g)(x) = f(x) + g(x)
Substitute known values
(f + g)(x)= 4x + 3 - 2x + 5
Evaluate the like terms
(f + g)(x)= 2x + 8
Hence, the value of (f + g)(x) is 2x + 8
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What is the solution to the following system of equations? (1 point)
x − 3y = 5
2x + y = 10
(5, 0)
(0, 5)
(7, 0)
(0, 7)
Answer:
Step-by-step explanation:
A car travels at an average speed of 50 km/h for 1.5 hours. How far did the car travel in km?
Answer:
75 km
Step-by-step explanation:
(50km/h)(1.5h) = 75km
Brian is drawing a scale diagram of a building. for every 10 m of the building he draws a line 5 cm long. Bryn thinks he is using a ratio of 2:1. Alun thinks Bryn is using a ratio of 200:1, is either of them correct? explain your answer
Answer:
200:1, Bryn is correct.
Step-by-step explanation:
Each 10 m is represented by a 5cm length on the diagram. We first note that 100 cm = 1 meter. 5 cm is (0.5 cm)*(1 meter/100 cm) =0.05 meters.
The 0.05 meters on the diagram represents 10 meters on the actual building. The ratio is (10 meters/0.05 meters) or 200:1. This is what Bryn believes is the ratio.
What is the slope of the line that passes through the points (8,-8) and (5,-1)?
Hey there!
Answer :[tex] \sf{ \purple{ \boxed{\bold{m = - \dfrac{7}{3} }}}} [/tex]
[tex] \\ [/tex]
Explanation :We are given the points [tex] \sf{P_1(\overbrace{ \blue{8}}^{\blue{x_1}} ,\underbrace{\orange{-8}}_{ \orange{y_1}}) \: and \: P_2(\overbrace{ \green{5}}^{\green{x_2}} ,\underbrace{\red{-1}}_{\red{y_2} })} [/tex] . To find the slope [tex] \sf{\purple{m}} [/tex] of such a line, we use the slope formula which is the following:
[tex] \sf{ \purple{m} }= \dfrac{\Delta y}{\Delta x} = \dfrac{ \red{y_2} - \orange{y_1}}{ \green{x_2 }- \blue{x_1}} [/tex]
[tex] \\ [/tex]
⇢Now, by plugging in our values, we get :
[tex] \sf{ \purple{m}} = \dfrac{ \red{ - 1} - \orange{( - 8)}}{ \green{5} \: - \: \blue{8}} = \dfrac{ \: \: 7 \: }{ - 3 \: } \\ \\ \implies \sf{ \purple{ \boxed{m = - \dfrac{7}{3} }}}[/tex]
Therefore, the slope of the line is [tex] \sf{ \purple{ \boxed{m = - \dfrac{7}{3} }}} [/tex]
[tex]\Large\maltese\underline{\textsf{A. What is Asked}}[/tex]
What is the slope of a linear function that goes through (8,-8) and (5,-1)?
[tex]\Large\maltese\underline{\textsf{B. This problem has been solved!}}[/tex]
Formula utilised, here [tex]\bf{\dfrac{y2-y1}{x2-x1}}[/tex].
We utilise that formula because we have two points as our given information.
So, we
put in the values
[tex]\bf{\dfrac{-1-(-8)}{5-8}}[/tex] | subtract on top and bottom
[tex]\bf{\dfrac{-1+8}{-3}}[/tex] | simplify
[tex]\bf{\dfrac{7}{-3}[/tex]
[tex]\cline{1-2}[/tex]
[tex]\bf{Result:}[/tex]
[tex]\bf{=Slope=-\dfrac{7}{3}}[/tex]
[tex]\LARGE\boxed{\bf{aesthetic\not1\theta l}}[/tex]
Rearrange x = 3g + 2 to make g the subject.
Answer:
g = [tex]\frac{x-2}{3}[/tex]
Step-by-step explanation:
x = 3g + 2 ( subtract 2 from both sides )
x - 2 = 3g ( divide both sides by 3 )
[tex]\frac{x-2}{3}[/tex] = g
Answer:
g = 1/3x - 2/3Step-by-step explanation:
x =3g + 2
3g + 2 = x
3g = x - 2
g = 1/3 x - 2/3
Answer: g = 1/3x - 2/3
Which equation can replace 3x + 5y = 59 in the original system and still produce the same solution?
Answer:
13x = 39
x=3
y=10
find the pattern of 1,2,6,18 and state if its arithmetic or geometric
Answer:
its a geometric sequence where each term is 3 times the previous term.
Step-by-step explanation:
{2,6,18,54,162,486,1458...}
what is the x intercept of the function
Step-by-step explanation:
0 = sqrt(x - 4) + 3 Set equation equal to 0
-3 = sqrt(x - 4). Subtract 3 from both sides
the principle square root will only output positive values, since if it every outputted a negative value it would not be a function since a function cannot have 2 outputs for the same input.
no x-intercept
Which expression is equivalent to
( 4^(1/3) × 4^(2/6) ) ^(3/4)
( ---------÷------------ )
( 4^(5/6) )
*All the numbers in the division problem are in parenthesis with the ^(3/4) on the outside.*
A: (1/4)^(3/66)
B: (1/4)^(-3/66)
C:(1/4)^(-1/11)
D: (1/4)^(1/11)
The simplified form of the expression is [tex]4^{-1/3}[/tex]
Indices and exponentsGiven the indices expression as shown;
[tex]\frac{(4^{1/3}\times 4^{2/6} )^{3/4}}{4^{5/6}}[/tex]
Applying the product and quotient law of indices
[tex]\frac{(4^{1/3+1/3})^{3/4}}{4^{5/6}}\\\frac{(4^{2/3})^{3/4}}{4^{5/6}}\\\frac{4^{1/2}}{4^{5/6}}\\[/tex]
Take the difference in the power to have:
4^(1/2 - 5/6)
4^(-2/6)
[tex]4^{-1/3}[/tex]
Hence the simplified form of the expression is [tex]4^{-1/3}[/tex]
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.A bacteria culture grows at a rate of 20%
per minute. If the culture initially has 3,200
bacteria specimens, how many specimens
would be in the culture after 5 minutes?
The number of the specimens would be in the culture after 5 minutes will be 7,962.62.
What is an exponent?Consider the function:
y = a (1 + r) ˣ
Where x is the number of times this growth occurs, a = initial amount, and r = fraction by which this growth occurs.
A bacteria culture grows at a rate of 20% per minute.
If the culture initially has 3,200 bacteria specimens.
Then the equation will be
y = 3200 (1 + 0.2) ˣ
y = 3200 (1.20) ˣ
Then the number of the specimens would be in the culture after 5 minutes will be
y = 3200 (1.20)⁵
y = 7962.62
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