What's the possible values of z when t = 81
( be it real or complex number )

[tex] {z}^{2} = \sqrt{t} [/tex]
​​
So annoying ~

The graph of the function f(x) = 4sin(2x) is illustrated in the image.

A periodic function has a range that is determined for a fixed interval and a domain that includes all real number values.

Any function that has a positive real integer p such that f (x + p) = f (x), with all x being real values, is said to be periodic.

We know sin(x) is a periodic function with amplitude 1 and a period of 2π.

Therefore, A periodic function with amplitude 4 and period π would be,

f(x) = 4sin(2x).

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The equation of the graphed line can be found to be 2x + 2 y = 4

To find the equation of the line, you first need to find the slope which requires picking two points on the line. ( 4, 0 ) and ( 0, 2 )

The slope is:

= Change in y / Change in x

= ( 0 - 2 ) / ( 4 - 0 )

= - 2 / 4

= - 1 / 2

The equation form is:

y = mx + b

m = slope

b = y - intercept which is shown on the line as 2

The equation is:

y = - 1 / 2 x + 2

To put it in the form on the question,

( y = - 1 / 2 x + 2 ) x 2

2 y = - 2 x + 4

2x + 2 y = 4

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The value of the function is -19.

A function is a relationship between inputs where each input is related to exactly one output.

Example:

f(x) = 2x + 1

f(1) = 2 + 1 = 3

f(2) = 2 x 2 + 1 = 4 + 1 = 5

The outputs of the functions are 3 and 5

The inputs of the function are 1 and 2.

We have,

f(x) = -3x + 2

Substitute x = 7.

f(7) = -3 x 7 + 2

f(7) = -21 + 2

f(-7) = -19

Thus,

-19 is the value.

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The graph shown is the graph of the cotangent function.

The graph of the cotangent function, cot(x), is a periodic function that has a period of 2π. The cotangent function is the reciprocal of the tangent function, so its graph is related to the graph of the tangent function.

Like the tangent function, the cotangent function has singularities at x = (n + 1/2)π where n is an integer. At these points, the function has a vertical asymptote, meaning it approaches positive and negative infinity as x approaches (n + 1/2)π from either side.

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The graph is plotted and attached

The oxygen level will be increasing as time goes on

In 0.5 weeks the oxygen level will return to 75% of its normal level

This is the end behavior of the graph, of the function f(t) = t^2 − t + 1, the graph shows that as t tends to infinity. the oxygen level will continue to increase.

The graph is plotted and attached

From the problem. the normal level of oxygen is at f(0) = 1

75% of 1 = 0.75

From the graph, the oxygen level will return to normal level in 1 week(1, 1) and at 0.5 the oxygen level is 0.75, (0.5,0.75). This is the vertex of the graph.

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Answer:

B

Step-by-step explanation:

Based on the information provided, it is not possible to determine the hypothesis of the tire company. Therefore, options C and D can be eliminated.

Option A suggests that no hypothesis was provided, which may be possible. However, it is implied that the hypothesis was related to the proposed improved performance in wet conditions of the new tire. Therefore, option A may not be the best answer.

Option B suggests that the hypothesis was neither verified nor refuted. This is a common outcome in many experiments, and it is possible that the tire company may draw this conclusion based on the data. Therefore, option B is the most likely answer.

So, the tire company MOST LIKELY would infer that the hypothesis was neither verified nor refuted based on this data.

To find the percentile of a normal distribution, first determine the mean, then convert the interested value to a standard score, look-up the normal distribution table to find the area to the left of the normal score. Finally, multiply the area by 100.

             z = (x - μ) / σ

        where x is the value of interest.

For example, suppose you want to find the percentile of a test score of 85, which comes from a normal distribution with a mean of 75 and a standard deviation of 10.

            z = (85 - 75) / 10 = 1

           0.8413 * 100 = 84.13

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Answer: 16.2 km

Step-by-step explanation:

The height of the triangle can be found using the area formula for triangles:

Area = (1/2) × base × height

Rearranging the formula to solve for the height gives:

height = (2 × Area) / base

In this case, the area of the triangle is 64.8 km² and the base is given as 8 km. So, the height of the triangle can be calculated as:

height = (2 × 64.8 km²) / 8 km

height = 16.2 km

Answer:

7.2 km

Step-by-step explanation:

the formula for the area of a triangle is 1/2*b*h where b is its base and h is its height. now let's solve for the height

64.8=1/2*18h

64.8=9h

64.8/9=h

7.2 km=h

The like terms in the given options are 3x⁴ and 2x⁴, 2x² and 3x², 2x and 3x

Terms whose variables (such as x or y) with any exponents (such as the 2 in x²) are the same are called like terms,

Examples: 7x and 2x are like terms because they are both "x".

Given are some pairs of expressions, we are asked to identify which are like terms,

We know that, according to the definition of the like terms,

Like terms are those terms which contain the same variable which is raised to the same power,

Therefore, the expressions showing the like terms are,

3x⁴ and 2x⁴, 2x² and 3x², 2x and 3x

Because, they have same variable with same powers.

Hence, the like terms in the given options are 3x⁴ and 2x⁴, 2x² and 3x², 2x and 3x

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Answer:

b

Step-by-step explanation:

b seeds snd fertilizer

Stacy's statement is incorrect because Stacey did not consider the side common side to both triangles such that by Reflexive Property of Congruence.

Reflexive Property of Congruence:

Stacey did not consider the side common side to both triangles such that by Reflexive Property of Congruence.

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The inequality in standard form that represents the restaurant owner's

desired revenue is x² + 2x - 80 ≤ -65.

Inequalities are defined as the expressions consisting of both variables and constants connected by inequality signs like ≠, >, <, ≤ and ≥.

Part A :

Cost : 10 + x

Customers : 16 - 2x

Part B :

Given that,

Hourly revenue = Price paid by each customer × average number of customers per hour.

Price paid by each customer = 10 + x

Average customers per hour = 16 - 2x

Given that the restaurant owner wants a minimum revenue of $130 per hour.

(10 + x) (16 - 2x) ≥ 130

(10 × 16) + (16x) - (10 × 2x) - 2x² ≥ 130

160 + 16x - 20x - 2x² ≥ 130

-2x² - 4x + 160 ≥ 130

Dividing the equation throughout by -2,

x² + 2x - 80 ≤ -65

The inequality sign changes as we multiply or divide with a negative number.

Hence the required inequality is x² + 2x - 80 ≤ -65.

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The complete question is given below.

Noah manages a buffet at a local restaurant. He charges $10 for the buffet. On average, 16 customers choose buffet as their meal every hour. After surveying several customers, Noah has determined that for every $1 increase in the cost of the buffet, the average number of customers who select the buffet will decrease by 2 per hour. The restaurant owner wants the buffet to maintain a minimum revenue of $130 per hour.

Part A

Write two expressions for this situation, one representing the cost per customer and the other representing the average number of customers. Assume that the x represents the number of $1 increases in the cost of buffet.

Part B

To calculate the hourly revenue from the buffet after x $1 increases, multiply the price paid by each customer and the average number of customers per hour. Create inequality in standard form that represents the restaurant owner's desired revenue.

The value of the equation is 4.19p = -6.1

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.

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 data ,

Let the equation be represented as A

Now , the value of A is

Substituting the values in the equation , we get

2.3p - 10.1 = 6.5p - 4 - 0.01p

On simplifying , we get

Adding 4 on both sides , we get

2.3p - 6.1p = 6.49p

Subtracting 2.3p on both sides , we get

4.19p = -6.1

Now , the value of the equation similar to 4.19p = -6.1 is 2.3p - 6.1p = 6.49p

Hence , the equation is 4.19p = -6.1

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The total dinner cost, including the tip, comes at $92.40.

A lunch for a few friends will set you back $82.95

They want to leave a 15% tip.

So,

Amount of tip:

15 % of 82.95 = 15*82.95 / 100

15 % of 82.95 = 12.4425

Total cost =  82.95 + 12.4425

Total cost =  95.3925

Total cost =  $92.40

Thus, the total dinner cost, including the tip, comes at $92.40.

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Answer:

m ≥ 6

Step-by-step explanation:

The question asks us to solve the following inequality:

[tex]8m - 8 \geq 40[/tex].

To solve it, we need to make m the subject of the inequality:

[tex]8m - 8 \geq 40[/tex]

⇒ [tex]8m - 8 + 8 \geq 40 + 8[/tex]          [Adding 8 to both sides of inequality]

⇒ [tex]8m \geq 48[/tex]

⇒ [tex]\frac{8}{8}m \geq \frac{48}{8}[/tex]              [Dividing both sides of inequality by 8]

⇒ [tex]m \geq \bf 6[/tex]

Therefore, the solution to the inequality is m ≥ 6.

Answer:

83 There is an elixir

total quantity of elixir = 500 mL

quantity of elixir use in one dose = 6 mL

number of dose in 500 mL = 500/6

83.333

Answer:

its only -11x^2

Step-by-step explanation:

2x^2 and -11x^2 have the same variable.

Answer: Let's call the amount of the check Craig wrote to the hardware store "x".

According to the problem, the statement from Craig's bank shows an ending balance of $521.60. This means that his balance before writing the check was $521.60 + x.

So, we can write the equation:

$521.60 + x = $521.60

Subtracting $521.60 from both sides:

x = 0

This means that Craig's check was for $0.

Step-by-step explanation:

Answer:

= 3x² + 7 +2x³.

Step-by-step explanation:

Here is my solution to my answer.

The volume of the right cone is (c) 400π cm cube

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

Radius = 10 cm

Height = 12 cm

The volume of the cone is calculated as

Volume = 1/3πr²h

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

Volume = 1/3π * 10² * 12

Evaluate

Volume = 400π

Hence, the volume is 400π cm cube

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Answer:

311 fl oz only were used, that is what I got for your answer..

The answer is 49 fl oz

Answer:

the value of x will be 9 they all are similar so we will just take ratios and do cross multiplication

The value of the third quartile is approximately 7.00, rounding it up to two decimal places.

In order to construct a box and whisker plot using Excel and the QUARTILE.INC function we will follow the steps -

Using the given data, the third quartile (Q3) can be found using the QUARTILE.INC function in Excel as follows -

Using this method, rounding the result to two decimal places we get,

Q3 = QUARTILE.INC({7, 6, 7, 6, 7, 8, 3, 2, 6}, 3)

Q3 ≈ 7.00 (rounded to two decimal places)

Therefore, the value of the third quartile is approximately 7.00.

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The quadratic equation with integer coefficients that has the given solution set {-10, 9} is x² + x - 90 = 0.

Polynomial is an equation written with terms of the form kx^n.

where k and n are positive integers.

There are quadratic polynomials and cubic polynomials.

Example:

2x³ + 4x² + 4x + 9 is a cubic polynomial.

4x² + 7x + 8 is a quadratic polynomial.

We have,

If the given solution set is {-10, 9}.

Then the quadratic equation can be written in factored form as:

(x + 10) (x - 9) = 0

Expanding the product,

x² + x - 90 = 0

Therefore,

The quadratic equation with integer coefficients that has the given solution set {-10, 9} is x² + x - 90 = 0.

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Lab2.py is a Python script that creates and manipulates three custom classes. The classes are as follows:

1. Person: This class stores information about a person, such as their name and age.

2. Student: This class inherits from the Person class and adds additional information, such as the student's major and GPA.

3. Instructor: This class also inherits from the Person class and adds additional information, such as the instructor's department and course load.

A file lab2.py and define three classes, polygon, rectangle, triangle is:

class Polygon:

 def __init__(self, number_of_sides):

   self.number_of_sides = number_of_sides

class Rectangle(Polygon):

 def __init__(self, length, width):

   Polygon.__init__(self, 4)

   self.length = length

   self.width = width

 def area(self):

   return self.length * self.width

class Triangle(Polygon):

 def __init__(self, base, height):

   Polygon.__init__(self, 3)

   self.base = base

   self.height = height

 def area(self):

   return 0.5 * self.base * self.height

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The interquartile range is 16.00

To construct a box and whisker plot in Excel using the Quartile.INC function for the given data, follow these steps:

1) Enter the data into a column in Excel.

2) Select the data column and click on the "Insert" tab in the top menu.

3) Click on "Insert Statistic Chart" and select "Box and Whisker" from the dropdown menu.

4) In the "Chart Elements" menu on the right, click on the arrow next to "Axis Titles" and select "Primary Vertical Axis Title" to add a title for the y-axis.

5) Label the y-axis "Number of Rooms Sold".

6) Right-click on the y-axis and select "Format Axis" from the dropdown menu.

7) In the "Number" menu, select "Number" as the category and set the number of decimal places to 0.

8) In the "Chart Elements" menu, click on the arrow next to "Chart Title" and select "None" to remove the chart title.

9) The resulting box and whisker plot should show the quartiles, the median, and any outliers.

To find the interquartile range, subtract the first quartile (Q1) from the third quartile (Q3). The Quartile.INC function in Excel returns the exclusive quartiles (i.e., does not include the median in either quartile), so the interquartile range is calculated as:

IQR = Q3 - Q1

Using the Quartile.INC function with the given data, we get:

Q1 = 78.5

Q3 = 94.5

Therefore, the interquartile range is

IQR = Q3 - Q1 = 94.5 - 78.5 = 16

Rounding to two decimal places, the interquartile range is 16.00.

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An equation in Ax + By=C form for this line include the following: -3x + y = 19.

Mathematically, the point-slope form of a straight line can be calculated by using this mathematical expression:

y - y₁ = m(x - x₁)

Where:

At data point (-6, 1), a linear equation of this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - (1) = 3(x - (-6))

y - 1 = 3x + 18

y = 3x + 18 + 1

y = 3x + 19

In standard form, we have:

-3x + y = 19.

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Answer:

= 34

Step-by-step explanation:

(32)-5+7

32 - 5 + 7

= 32 + 2

= 34.

The angular speed in radians per minute of the cyclist riding a bike with wheels of diameter 26 inches at a speed of 22 miles per hour is approximately 1124.65 radians per minute.

The formula for the angular speed is:

angular speed = linear speed / radius

where the radius is half the diameter of the wheel. We need to convert the units to be consistent, so let's convert the speed from miles per hour to inches per minute and the diameter from inches to feet:

22 miles per hour = 22 * 5280 feet per hour / 60 minutes per hour

                              ≈ 2437.3 inches per minute

26 inches = 26/12 feet = 2.1667 feet

Now we can calculate the angular speed:

angular speed = 2437.3 / 2.1667 ≈ 1124.65 radians per minute

Your question is incomplete, most likely it was:

A cyclist is riding their bicycle on flat terrain at a speed of 22 miles per hour. the wheels on the bike have a diameter of 26 inches.

Find the angular speed in radians per minute.

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