help please .. don’t understand

Answer:

B

Step-by-step explanation:

Answer:

the answer is c

Step-by-step explanation:

Answer:

0.76

Step-by-step explanation:

6.24/8.2 = 0.76

Answer:

198.4cm squared

Step-by-step explanation:

just did all the math trust me ツ

Answer:198.4

Step-by-step explanation: First of all, I split the figure into two shapes a triangle and a square, then I found the area of the triangle (34.56) and of the square (163.84) and then added them together to reach 198.4

Answer:

ABC = 31

Step-by-step explanation:

Angle AOC and ABC have the angle theorem: the angle subtended at the centre of the circle is double the angle at the circumference. Its quite hard to realise the layout, because angle AOC isn't between points A and C. If angle AOC moved to the right side of line AB, it would be easier to see. Of course we cannot do this, otherwise angle AOC wouldn't be the middle anymore. Hope this helped

(a). The angle AOD is 62 degrees.

(b). The angle ABC is 31 degrees.

(a). From given diagram, It is observed that triangle AOD is a right angle triangle.

The sum of all three angles in triangle is equal to 180 degrees.

           [tex]\angle A +\angle O + \angle D = 180\\\\90 +\angle AOD +28=180\\\\\angle AOD=180-90-28=62[/tex]

(b). The central angle theorem states that the angle subtended by an arc at the center of the circle is double the angle subtended at any point on the circumference of the circle.

        [tex]\angle ABC = \frac{1}{2} \angle AOD\\ \\\angle ABC=\frac{1}{2}*62=31[/tex]

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To find Claire's rate in meters per second, we divide the distance she runs (400 meters) by the time it takes (45 seconds). This gives us a rate of approximately 8.89 meters per second.

The question is asking us to calculate Claire's rate in meters per second. To work out the rate of speed, we use the formula distance divided by time. In this case, the distance is 400 meters and the time is 45 seconds.

So we divide 400 by 45 which gives us 8.888 recurring. Therefore, Claire's rate is approximately 8.89 meters per second.

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Answer:

107.5 miles

Step-by-step explanation:

We can use the formula d = rt (distance = rate · time) to find the distance travelled.

We know that,

r = 43 mph

t = 2.5 hrs

Plug these values into the formula to get your answer.

43 · 2.5 = 107.5 miles

Answer:

Frank drove a total of about 107 miles.

Step-by-step explanation:

Okay...

2.5 hours at 43 miles per hour.

43 x 2 = 86

and for .50 we can say half which is about 21 or 22 miles.

So,

86 + 21 = 107

D = 107

Answer:

1. If it is not Matt's birthday, then it is not April 17th.

2. Hypothesis: You win the championship match.

Conclusion: You will receive the trophy.

3. Hypothesis: It is Independence Day.

Conclusion: It is the 4th of July.

Step-by-step explanation:

A hypothesis usually starts with "if" and goes before the conclusion.

Conclusion usually starts with "then" and goes after hypothesis.

Answer:

x = 0

Step-by-step explanation:

2 times 0 equal 0 so 4 plus 0 equals 4

Answer:

H-4

Step-by-step explanation:

Let's simplify step-by-step.

8+H−12

=8+H+−12

Combine Like Terms:

=8+H+−12

=(H)+(8+−12)

=H+−4

Answer:

$1,821.00.

Step-by-step explanation:

Discount = Original Price x Discount %/100

Discount = 2,428 × 25/100

Discount = 2,428 x 0.25

Discount: $607.00

Final Price: $1,821.00

Answer:

The answer is $1821

Step-by-step explanation:

$2428/4=607

607*3=1821

Answer:

20 square units

Step-by-step explanation:

B * H

height = 5

base = 4

4 * 5

20

Answer:

Domain:  ( − ∞ , ∞ ) , { x | x ∈ R }

Range:  ( − ∞ , ∞ ) , { y | y ∈ R }

Step-by-step explanation:

You cant show steps just when graphing it you will see

Answer:

The last case shows that the two triangles are congruent by SSS congruency theorem

Step-by-step explanation:

Triangles A B C and A D C share common side A C. The lengths of A B and A D are congruent. The lengths of B C and D C are congruent.

With this case.  You have sides  AB = AD,  BC = DC,  and then can conclude that AC= AC by reflexive property  because AC is the common side.

so triangle ABC = triangle ADC  by SSS congruency

----------------------------

CASE 1.) Triangles A B C and D E C are connected at point C. Angles A B C and C E D are right angles. The lengths of sides A B and E D are congruent.  ---- You would only know  one pair of sides and one pair of angles that are congruent.

CASE 2.)  Triangles A B C and D E C are connected at point C. The lengths of sides A B and D E are congruent. The lengths of sides B C and C D are congruent. -----  You would only know 2 pairs of congruent sides.  

CASE 3.)Triangles A B C and D E C are connected at point C. The lengths of sides A C and C E are congruent. Angles B A C and C E D are congruent.  ---- You would  only know a pair of angles and a pair of sides.  Not enough for congruency.

CASE 4.) Triangles A B C and A D C share common side A C. The lengths of A B and A D are congruent. The lengths of B C and D C are congruent.

Answer:

d

Step-by-step explanation:

Answer:

The answer is 4.

Step-by-step explanation:

5*8=40

40/4=10

The model y= 4x tells the perimeter of square as the side increased by 1 unit.

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides. LHS = RHS is a common mathematical formula.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given:

The model is y = 4x

As, we know the Area of square

= side x side

and, perimeter of square

= 4 x side

So, the model y= 4x tells the perimeter of square as the side increased by 1 unit.

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The question attached here is incomplete, the complete question is

A)Area of a square as the sides increase by 1 unit

B) Perimeter of a square as the sides increase by 1 unit

C) Fruit fly population that quadruples every week

Final answer:

The question concerns a college-level Physics model related to the Fokker-Planck equation and its application in classical and statistical mechanics, specifically in the context of explaining atomic stability, atomic size, and electron binding energy in atomic physics.

Explanation:

The equation and model described in the question appear to represent the principles of classical mechanics and statistical mechanics in Physics, especially when referencing the Fokker-Planck equation, which is used to describe the dynamics of a particle in a fluid with drag and fluctuations. This model is a two-dimensional first-order model similar to the one proposed nearly half a century ago by two physicists or applied mathematicians, which implies it has a historical significance in its contribution to physical theories. Additionally, the model and equation are going to be used with the Bohr model of the hydrogen atom to provide insights into atomic stability, atomic size, and electron binding energy within the atom, which is crucial for understanding atomic physics and quantum mechanics.

The Fokker-Planck equation includes a drift term that accounts for the deceleration of the particle due to drag, and a diffusion term representing the random walk of the particle's momentum due to fluctuations. The context provided suggests that these concepts are being applied to explain the behavior of a charged particle and that the coefficients from the linear model can be combined with operating parameters to derive specific equations for this system. This points to an advanced-level discussion suitable for College-level Physics courses where students are expected to have a foundation in these theories.

Answer:

The new TV screen is 12.1 centimeters wide.

Step-by-step explanation:

Find 10% of 11:

0.10 x 11 = 1.1

Add 1.1 to the original size.

11 + 1.1 = 12.1

hope this helps

Answer:

12.1

Step-by-step explanation:

Do what that guy said

P.S

I'm just putting this here so that guy can get a Brainliest :D

Answer:

No, the given polynomial is not prime.

Step-by-step explanation:

Given: a polynomial [tex]12n^2+12n+1[/tex]

To check: whether the given polynomial is prime or not.

Solution:

A prime polynomial is a polynomial that cannot be factored into polynomials of lower degree and has integers as coefficients.

In the given polynomial, coefficients are integers.

Also, the polynomial [tex]12n^2+12n+1[/tex] cannot be factored further into polynomials of lower degree.

So, the given polynomial is not prime.

Answer:

2*6+8=20

Step-by-step explanation:

D:20

Answer:

is this a question

Step-by-step explanation:

Answer:

ik can u make a question and put ur face on da question so i can see you?????

Step-by-step explanation:

Answer:

16

Step-by-step explanation:

Final answer:

The distance between the points (-4,8) and (12,8) on a coordinate plane is 16 units, calculated by finding the difference between the x-coordinates since the y-coordinates are the same.

Explanation:

The question asks for the distance between the points (-4,8) and (12,8) on a coordinate plane. To find this distance, we can use the formula for the distance between two points in a plane:

d = √((x2 - x1)^2 + (y2 - y1)^2)

Since the y-coordinates are the same (8 and 8), the distance is simply the difference between the x-coordinates:

d = 12 - (-4) = 12 + 4 = 16

Therefore, the distance between the points (-4,8) and (12,8) is 16 units.

Answer:

Step-by-step explanation:

The given equation in standard form can be written as

comparing with the standard equation  ,

we observe that

putting the values of a, b and c in the quardatic formula

x=(-b±)÷2a

x=(-(-9)±)÷2(2)

x=(9±)÷4

x=(9±)÷4

x=(9±19)÷4

x=(9+19)÷4  or x=(9-19)÷4

x=28÷4     or x=-10÷4

x=7   or x=-5÷2

Answer:

x = 6 or x = -15

Step-by-step explanation:

x2+9x−90=0

Step 1: Factor left side of equation.

(x−6) (x+15)=0

x−6=0

x+15=0

x=6

x=−15

x=6

x=−15

Answer:

The picture that represent her drawing is uploaded below. The height is 8 ft and the base is 6 ft.

Step-by-step explanation:

Renee garden is triangular in shape . The area of the triangular garden is given as 24 ft² . The area of a triangle can be represented below.

Area of a triangle = 1/2bh

where

b = base

h = height

The drawing that represent Renee drawing is given below. The height is 8 ft and the base is 6 ft .

Using the formula

Area of a triangle = 1/2bh

Area of a triangle = 1/2 × 6 × 8

Area of a triangle = 48/2

Area of a triangle = 24 ft²

Answer:

The picture that represent her drawing is uploaded below. The height is 8 ft and the base is 6 ft.

Step-by-step explanation:

a. The experimental probability of landing on a 2 is 1/6.

b. The experimental probability of not landing on a 6 is 5/6.

c. The experimental probability of landing on a 2 (1/6) closely aligns with its theoretical probability (1/6).

d. The experimental probability of not landing on a 6 (5/6) also closely aligns with its theoretical probability (5/6).

a. To find the experimental probability of landing on a 2, divide the number of times it landed on a 2 (four times) by the total number of trials (24 times). Thus, [tex]\( P(\text{landing on 2}) = \frac{4}{24} = \frac{1}{6} \).[/tex]

b. To find the experimental probability of not landing on a 6, subtract the experimental probability of landing on a 6 (3/24) from 1. Thus,[tex]\( P(\text{not landing on 6}) = 1 - \frac{3}{24} = \frac{5}{6} \).[/tex]

c. Comparing the experimental probability of landing on a 2 (1/6) with its theoretical probability (1/6) shows that they closely match, indicating a consistent outcome.

d. Comparing the experimental probability of not landing on a 6 (5/6) with its theoretical probability (5/6) reveals a close alignment, confirming the reliability of the experimental results.

In summary, experimental probabilities were determined by dividing the favorable outcomes by the total number of trials. The comparison with theoretical probabilities indicates the reliability of the experimental data, as the values closely match in both cases. This alignment strengthens the validity of the experimental results and the predictive power of theoretical probabilities in this scenario.

Answer:

1. m= 1/2  b=3

2. m= 1/2  b=-2

3 and 4. answered below

5. The point of intersection is where two lines intersect.

Step-by-step explanation:

you have -x+2y=6. finding the slope is very easy, you just have to isolate y.

2y=6+x ---> y = 3+ x/2. The slope would be 1/2 for the first one. the y intercept would be 3.

To graph, there are different ways of doing it. You can do it by finding the y intercept and x intercept, by making a chart and finding plotting points, or you can do it graphing the y intercept and doing rise over run from there.

The

Answer:

c 8, 5x,2x2

Step-by-step explanation:

Answer:

b

Step-by-step explanation:

Answer:

According to the picture, we can have the function form as:

y = ax^2 + bx + c

The y-intercept is (0, 2) => c = 2

=> y = ax^2 + bx + c

The x-intercept is (-2, 0)

=> 4a - 2b = 0 (1)

The graph goes through (1, 1.5)

=> a + b + 2 = 1.5

=> a + b = -0.5 (2)

From (1) and (2)

=> 4a - 2(-a - 0.5) = 0

=> 6a + 1 = 0

=> a = -1/6 => b = -0.5 - (-1/6) = -1/2 + 1/6 = -15/30 + 5/30 = -10/30 = -1/3

=> y = (-1/6)x^2 -(1/3)x + 2

Hope this helps!

:)