16. The temperature of an oven at 0°C has an
absolute temperature of TK where
T= t+273°.
a) Find the absolute temperature of the
oven at a temperature of 27C.

Answer:

y = -13x + 67

Step-by-step explanation:

this is the equation you get with the information you have so far:

y = -13x +b

to find the value of b, you plug in the coordinates to solve for it:

2 = -13(5) +b

simplify:

2 = -65 +b

eliminate -65 by adding:

67 = b

put the information together to get your final answer:

y = -13x +67

Answer:

divided: 6x+4+(5)/(x+5)

the remainder: 5

I like to use long division to work these problems:

                        6x   +  4          

        (x+5)  ║ (6x² + 34x + 25)

                    - (6x  + 30x)   ↓

                                   4x + 25

                               - (4 x + 20)  

                                             5

                     (6x^2 + 34x + 25)/(x+5)  = 6x + 4 with a remainder of 5

Supply and demand problems are typically solved by finding the intersection point of the supply and demand curves to determine the equilibrium price and quantity.

To solve supply and demand problems, we typically use the intersection point of the supply and demand curves to determine the equilibrium price and quantity.

Once the equilibrium price and quantity are determined, we can use them to make predictions about the behavior of the market and the effects of changes in supply and demand. We can also calculate consumer surplus, producer surplus, and total surplus.

Various mathematical and graphical methods can be used to analyze supply and demand, including linear equations, graphs, and calculus techniques.

To solve supply and demand problems, we typically start by identifying the supply and demand curves for the market in question.

Then, we can find the intersection point of these curves, which represents the equilibrium price and quantity. If the market price is above the equilibrium price, there will be a surplus of supply and prices will tend to fall. If the market price is below the equilibrium price, there will be a shortage of supply and prices will tend to rise.

We can also analyze the effects of shifts in the supply and demand curves due to changes in various factors such as taxes, subsidies, technology, or consumer preferences. This can help us understand the market dynamics and make predictions about the future behavior of the market.

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Answer: 333.2ft

Step-by-step explanation:

We can draw a triangle rectangle, where the distance between the base of the building and the car is one cathetus (300ft)

The height of the building is the other cathetus.

Now, we know that the angle of depression from the top of the building to the car is 42°

This angle is measured from a perpendicular line in from the building, so the "top angle" of the triangle rectangle will be:

90° - 42° = 48°

if we steep on this angle, the 300ft cathetus is the opposite cathetus and the height of the building is the adjacent cathetus.

Here we can use the relation:

Tan(A) = Opposite cathetus/adjacent cathetus:

Then:

Tan(48°) = H/300ft

Tan(48°)*300ft = H = 333.2ft

Answer:

270 ft

Step-by-step explanation:

The angle of depression from the top of the building to the car = 42° and the distance from the car to the building is 300 ft.

This can be represented by a right triangle with:

Adjacent side to the angle = distance from the car to the building = 300 ft, opposite side to angle = height of building = x and angle (θ) = 42°

From trigonometry:

\(tan(\theta)=\frac{opposite}{adjacent} \\Therefore:\\tan(42)=\frac{x}{300}\\ x = 300*tan(42)= 300*0.9\\x=270ft\)

The height of the building is 270 ft

Applying the definition of supplementary angles, the measure of angle A is: 47°

The definition of supplementary angles states that two angles are referred to as supplementary angles if they give a sum of 180 degrees when added together.

Given that angle A and angle B are supplementary angles, therefore, based on the definition of supplementary angles, measure of angle A + measure of angle B = 180 degrees.

Measure of angle A = 3x - 10

Measure of angle B = 8x - 19

Substitute

3x - 10 + 8x - 19 = 180

Combine like terms

11x - 29 = 180

11x = 180 + 29

11x = 209

11x/11 = 209/11

x = 19

Measure of angle A = 3x - 10

Plug in the value of x

Measure of angle A = 3(19) - 10

Measure of angle A = 57 - 10

Measure of angle A = 47°

Thus, applying the definition of supplementary angles, the measure of angle A is: 47°

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Answer:Measure of angle A = 3x - 10

Measure of angle B = 8x - 19

Substitute

3x - 10 + 8x - 19 = 180

Combine like terms

11x - 29 = 180

11x = 180 + 29

11x = 209

11x/11 = 209/11

x = 19

Measure of angle A = 3x - 10

Plug in the value of x

Measure of angle A = 3(19) - 10

Measure of angle A = 57 - 10

Measure of angle A = 47°

Thus, applying the definition of supplementary angles, the measure of angle A is: 47°

Step-by-step explanation:

The possible set of dimensions for Figure 2 can be determined by applying the scale factor of 250% to the corresponding sides of Figure 1. The scale factor of 250% is equivalent to multiplying each side length by 2.5.

To determine the possible set of dimensions for Figure 2, we need to apply the scale factor of 250% to the corresponding sides of Figure 1. The scale factor of 250% is equivalent to multiplying each side length by 2.5.

Looking at the given dimensions for Figure 1, we can analyze each set of dimensions and determine if it matches the scaled dimensions for Figure 2.

20 in. x 8 in. - By multiplying each side length by 2.5, we get 50 in. x 20 in., which matches the dimensions given for Figure 2. This set of dimensions is possible.

2 in. x 25 in. - When multiplied by 2.5, we obtain 5 in. x 62.5 in., which does not match any of the given dimensions for Figure 2. This set of dimensions is not possible.

4 in. x 5 in. - After multiplying by 2.5, we have 10 in. x 12.5 in., which does not match any of the dimensions provided for Figure 2. This set of dimensions is not possible.

5 in. x 10 in. - When scaled up by 2.5, we get 12.5 in. x 25 in., which does not correspond to any of the dimensions given for Figure 2. This set of dimensions is not possible.

10 in. x 16 in. - After multiplication by 2.5, we obtain 25 in. x 40 in., which matches the dimensions provided for Figure 2. This set of dimensions is possible.

1 in. x 50 in. - When scaled up by 2.5, we get 2.5 in. x 125 in., which does not match any of the dimensions given for Figure 2. This set of dimensions is not possible.

2 in. x 10 in. - By multiplying each side length by 2.5, we obtain 5 in. x 25 in., which matches the dimensions given for Figure 2. This set of dimensions is possible.

Therefore, the possible set of dimensions for Figure 2 is: 20 in. x 8 in., 10 in. x 16 in., and 2 in. x 10 in.

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A) Hence,  proven that 3y²– 24y – 47 = 0

B) After solving the simultaneous equations y1 = −1.627314 or −1.6 and y2 = 9.627314  or 9.6.

Equations that are simultaneously solved and have two or more common variables are known as simultaneous equations (that is, simultaneously). Since the unknown variables in both equations, x and y, are the same, they can be solved simultaneously to find the values of the variables.

As an illustration, equations x + y = 5 and x - y = 6 are examples of simultaneous equations. Simultaneous equations can be resolved in a variety of ways, including graphically, by substitution, and by elimination.

a) Given that

x - 6y = 10

Lets solve for x

x = 10 + 6y

And 3y² = 4x + 7

Lets solve for x

x = (3y² - 7)/4

As x is equal lets cross multiply and we get

10 + 6y = (3y² - 7)/4

40 + 24y =  3y² - 7

47 + 24y = 3y²

0 = 3y² - 24y - 47

3y²– 24y – 47 = 0

B) To solve the simultaneous equations

Lets convert them to standard format

x - 6y = 10 already in standard format

3y² = 4x + 7

4x - 3y² = -7 in standard format

Now solve

⇒                 x - 6y = 10      (x4)

                   4x - 3y² = -7    (x1)

⇒                  4x - 24y = 40

                -   4x - 3y² = -7

                     0 + 3y²– 24y = 47

⇒ 3y²– 24y = 47

⇒ Putting the value in quadratic formula

⇒ y1 = −1.627314 or −1.6

⇒ y2 = 9.627314  or 9.6

A) Hence,  proven that 3y²– 24y – 47 = 0

B) After solving the simultaneous equations y1 = −1.627314 or −1.6 and y2 = 9.627314  or 9.6.

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The number of units produced does not affect net operating income when using absorption costing.

All production expenses, including direct materials, direct labour, and both variable and fixed overhead costs, are included in the cost of each unit produced in absorption costing. This means that as more units are manufactured, the total manufacturing cost is distributed over a greater number of units, resulting in a reduced cost per unit.

Variable costing, on the other hand, includes only variable production expenses, such as direct materials, direct labor, and variable overhead costs, in the cost of each unit produced. Fixed manufacturing overhead costs are considered period expenses and are not included in the product cost.

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The value of z in the given arrangement is 2 m.

Similar triangles are the triangles that look similar to each other, but their sizes might not be exactly the same.

Also,

Two triangles are said to be similar if their corresponding angles are congruent and the corresponding sides are in proportion.

Given that, an engineer needs to find the length of a beam to support the beam holding the wall, the two beams are perpendicular to one another, and a=4 m and b=1 m, we need to find z.

So, here we will use the concept of similar triangles,

According to the definition the corresponding sides are in proportion.

So, we get,

z/a = b/z

z² = 4

z = 2

Hence, the value of z in the given arrangement is 2 m.

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The volume of the given dimensions is 1000/27 cubic units.

The calculation required to find the volume of the given dimensions is a bit complex and requires a long answer. Let's break it down step by step.
Firstly, we need to convert the mixed numbers to improper fractions to simplify the multiplication process.
3 1/3 can be written as (3*3+1)/3 = 10/3
So, the given dimensions can be rewritten as 10/3 * 10/3 * 10/3
To multiply fractions, we multiply the numerators together and then the denominators.
(10/3) * (10/3) * (10/3) = (10*10*10)/(3*3*3) = 1000/27
Therefore, the volume of the given dimensions is 1000/27 cubic units.

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Answer:

35.m3

160.cm3

1,584.cm3

56.m3

1,344 cm3

Step-by-step explanation:

Multiply l x w x h

Hope it helps

Make me as the brainliest

Answer:

B

Step-by-step explanation:

$25 + $45 + $12 = $82

$25 * $5 = $125

$125 - $82 = $43

$43/5 = $8.6

Answer:

f(x) - g(x) = 3x² - 3x + 8

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Distributive Property

Algebra I

Step-by-step explanation:

Step 1: Define

Identify

f(x) = 3x² - x + 5

g(x) = 2x - 3

Step 2: Find f(x) - g(x)

Answer:

each would be 2

Step-by-step explanation:

because the hambuer would be 2 dollars

The three accurate statements comparing the two data sets are:

The typical student takes longer to get ready for school than the typical teacher.

The amount of time it takes students to get ready is more variable than the amount of time it takes teachers to get ready.

It is not possible to determine the specific difference in minutes between the two groups based solely on the given box plots.

Comparing the two box plots, we can make the following accurate statements about the two data sets:

The typical student takes longer to get ready for school than the typical teacher:

This statement is not supported by the box plots.

The line dividing the box in the student box plot is at 16, indicating that the median (typical value) for students is 16 minutes.

In contrast, the line dividing the box in the teacher box plot is at 25, indicating that the median for teachers is 25 minutes.

Therefore, the typical teacher takes longer to get ready for school than the typical student.

The amount of time it takes students to get ready is more variable than the amount of time it takes teachers to get ready:

This statement is supported by the box plots.

The whiskers of the student box plot range from 10 to 30, indicating a larger spread of data compared to the teacher box plot, where the whiskers range from 15 to 50.

This suggests that the amount of time it takes students to get ready is more variable than the amount of time it takes teachers.

It typically takes teachers 9 minutes longer than students to get ready for school:

This statement is not supported by the box plots.

The box plot does not provide information about the specific difference in minutes between the two groups.

While we can see that the medians of the two box plots are different, we cannot determine a specific numerical difference such as 9 minutes.

Therefore, the accurate statements comparing the two data sets are:

The typical teacher takes longer to get ready for school than the typical student.

The amount of time it takes students to get ready is more variable than the amount of time it takes teachers to get ready.

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The calculated length of the other piece given the ratio 7 : 5 and the smaller length of 15.25 inches is 21.35 cm.

Let the total length of the string be x.

According to the problem, the string is divided into two pieces in the ratio 7:5.

This means that the smaller piece is 5/12 of the total length, and the larger piece is 7/12 of the total length.

We are given that the length of the smaller piece is 15.25 cm, so we can set up the following equation:

5/12x = 15.25

Solving for x, we get:

x = 12/5 x 15.25

x = 36.6

Therefore, the total length of the string is 36.6 cm.

To find the length of the larger piece, we can use the ratio 7:5:

larger piece = (7/12) x 36.6

larger piece ≈ 21.35 cm

Therefore, the length of the larger piece is approximately 21.35 cm.

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The slope of the line is equal to 1.

The formula for the point-slope form of the equation is y + 2 = (x + 2).

In Mathematics and Geometry, the point-slope form of a straight line can be calculated by using the following mathematical expression:

y - y₁ = m(x - x₁)

Where:

First of all, we would determine the slope of this line;

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Slope (m) = (2 + 2)/(2 + 2)

Slope (m) = 4/4

Slope (m) = 1.

At data point (-2, -2) and a slope of 1, a linear equation for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y - (-2) = 1(x - (-2))  

y + 2 = (x + 2)

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Answer:

The answer is $2.14 per pound of apples.

Step-by-step explanation:

7.29/3.4= roughly 2.14.

Answer:

is 24.786

Step-by-step explanation:

multiply the numbers and that's how you get your answer and I use my calculator so I know the answer is 24.786

It will take Amy 7.5 hours to paint the fence alone

Let the time taken by Amy offers to paint the fence alone be x

If Sherry can paint her backyard fence by herself in 5 hours and they can both complete it in 3 hours, then;

Solve for x;

1/x = 1/3 - 1/5

1/x = 5-3/15

1/x = 2/15

x = 15/2

x = 7.5 hours

Hence it will take Amy 7.5 hours to paint the fence alone

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Answer:

80-55=25

then

25/2=12.5

he can bye 12.5 balls

Step-by-step explanation:

The arc length of the curve  x = a(θ − sin θ), y = a(1 − cos θ) from 0 to 2π is 8a.

To find the arc length of the given curve, we need to use the formula:

L = ∫ [a to b] √[1 + (dy/dx)²] dx

Here, a = 0 and b = 2π, and the given parametric equations are:

x = a(θ − sin θ), y = a(1 − cos θ)

So, we need to find dx/dθ and dy/dθ and then substitute these in the above formula. On solving and simplifying, we get L = 8a as the final answer.

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Answer:

i really am his alt

Step-by-step explanation:

Answer: (0, -2) & (1, 1)

Step-by-step explanation:

To determine the required sample size for a political poll with a 4% margin of error and a 97.5% confidence level, a formula can be used. For this scenario, the sample size required would be approximately 862 respondents.

To calculate the sample size needed for a political poll with a 4% margin of error and a 97.5% confidence level, the following formula can be used:

n = (Z^2 * p * (1-p)) / E^2

Where:

n is the sample size

Z is the Z-score associated with the desired confidence level (in this case, it is 2.24)

p is the expected proportion of support for the candidate (this value is typically unknown, so a conservative estimate of 0.5 is often used to get the maximum sample size)

E is the margin of error

Plugging in the values for this scenario, we get:

n = (2.24^2 * 0.5 * (1-0.5)) / 0.04^2

n ≈ 862

Therefore, the required sample size for this political poll is approximately 862 respondents. This sample size would provide a margin of error of 4% at a 97.5% confidence level, meaning that there is a 97.5% chance that the true proportion of support for the candidate lies within the range of the survey results plus or minus the margin of error.

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Answer:

Help me

Step-by-step explanation:

It will take Isabella 12 days to sell 96 hats at her store.

In mathematics, divides left-hand operands into right-hand operands in the division operation.

To solve this problem, we need to determine the rate at which Isabella sells hats.

Since she sells 24 hats every 3 days, we can say that her rate is 8 hats per day.

To find the number of days it will take Isabella to sell 96 hats, we can divide the number of hats she needs to sell by her rate.

This gives us:

96 hats / 8 hats/day =  12 days

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Answer:

s = 3

Step-by-step explanation:

First compute the cost of the three apps:

21-12=9

The cost of the three apps is $9 then.

Since s is the price of the apps, we deduce the equation:

3s=9

/3

s = 3

Answer: B is the answer

Step-by-step explanation: I took the quiz on edgunity