A boat covered 15km against the current and then 6km with the current. It spent the same time for the entire trip as if it would cover 22km on the lake. What is the speed of the boat in still water if the speed of the current is 2km/h

Quadratic function that models the given data points: [tex]y &= -7.5x^2 + 13.5x + 42[/tex].

How to write a function that models the data?

To model the data shown in the graph, we need to find a function that best fits the given data points. A polynomial is a common type of function used for this purpose. In this case, we can use a second-degree polynomial (a quadratic function) to fit the data.

[tex]y &= ax^2 + bx + c[/tex]

where a, b, and c are constants governing the shape and position of the parabola.

To find the values of a, b, and c that fit the given data points, we can use a system of equations. We can substitute the x and y values of each point into the equation of the quadratic function and get three equations:

[tex]a(0)^2 + b(0) + c &= 42 \\a(1)^2 + b(1) + c &= 21 \\a(2)^2 + b(2) + c &= 10.5 \\[/tex]

Simplifying these equations, we get:

c = 42

a + b + c = 21

4a + 2b + c = 10.5

Substituting c = 42 into the second equation, we get:

a + b = -21

Substituting c = 42 into the third equation and simplifying, we get:

4a + 2b = -73.5

Solving these two equations simultaneously, we get:

a = -7.5

b = 13.5

Substituting these values into the equation of the quadratic function, we get:

[tex]y = -7.5x^2 + 13.5x + 42[/tex]

This function models the data shown in the graph. We can verify this by plotting the function and the data points on the same graph and checking that they match.

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An equation represents how much will be in the account after 6 years is M = 9,100*[tex](1 + 0.05/1)^{1*6}[/tex]

What is an account ?

The formula to calculate the amount in a savings account after a certain number of years with no deposits or withdrawals is:

M = P*[tex](1 + r/n)^{n*t}[/tex]

Where:

P = Principal (initial amount)

r = Annual interest rate (as a decimal)

n = Number of times the interest is compounded per year

t = Time in years

In this case, P = $9,100, r = 0.05 (5% as a decimal), n = 1 (interest is compounded annually), and t = 6 (years).

Using these values, we can calculate the amount in the account after 6 years as follows:

M = 9,100*[tex](1 + 0.05/1)^{1*6}[/tex]

M = 9,100*[tex](1.05)^{6}[/tex]

M = 9,100(1.3401)

M = $12,175.91

Therefore, the correct equation is:

M = 9,100*[tex](1 + 0.05/1)^{1*6}[/tex]

What is an interest?

Interest is the cost of borrowing money, usually expressed as a percentage of the amount borrowed, and is paid by the borrower to the lender. It can also be the amount earned on an investment or savings account.

Interest rates can vary depending on a variety of factors, including the current economic conditions, inflation, the borrower's creditworthiness, and the length of the loan or investment term.

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Complete question is: 9,100 dollars is placed in a savings account with an annual interest rate of 5%. If no money is added or removed from the account. An equation  M = 9,100*[tex](1 + 0.05/1)^{1*6}[/tex] represents how much will be in the account after 6 years.

Answer:

Step-by-step explanation:

answer is 0.5

Answer:  The long division method is a way to solve division problems by hand. Here are the steps to do long division:

Write the dividend (the number being divided) inside a long division bracket, and write the divisor (the number doing the dividing) outside of the bracket.

Divide the first digit of the dividend by the divisor. Write the answer (the quotient) above the dividend, and write any remainder (what’s left over) below the first digit of the dividend.

Bring down the next digit of the dividend next to the remainder.

Repeat step 2 until you’ve brought down all of the digits of the dividend.

The final answer is your quotient with any remainder written as a fraction.

(a) The average number of potential customers entering the system each hour is 2.5 customers per hour.

(b) The probability that the server will be busy is equal to the utilization factor, which is 0.67.

a) The average number of potential customers entering the system each hour can be calculated using Little's law, which states that the long-term average number of customers in a stable system is equal to the long-term average arrival rate multiplied by the long-term average time a customer spends in the system.

In this case, the arrival rate is 3 customers per hour, and the average time a customer spends in the system is equal to the average time between arrivals plus the average service time, which is 1/3 + 1/2 = 5/6 hour.

Therefore, the average number of potential customers entering the system each hour is 3 x 5/6 = 2.5 customers per hour.

b) The probability that the server will be busy can be calculated using the formula for the utilization factor, which is equal to the long-term average service rate divided by the system capacity.

In this case, the service rate is 2 customers per hour, and the system capacity is 3 customers. Therefore, the utilization factor is 2/3 = 0.67. The probability that the server will be busy is equal to the utilization factor, which is 0.67.

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Answer:

x ≈ 16,8

Step-by-step explanation:

Use trigonometry:

[tex] \tan(40°) = \frac{x}{20} [/tex]

Cross-multiply to find x:

[tex]x = 20 \times \tan(40°) ≈16.8[/tex]

Answer:

it’s the first one- 9x-3=60

Step-by-step explanation:

For given Squares, The area of Shaded region will be 16-x².

What are squares?

In geometry, a square is a two-dimensional shape that has four sides of equal length and four right angles (90-degree angles). Each side of a square is parallel to its opposite side, and the diagonals of a square bisect each other at right angles. The formula for the area of a square is A = s², where A is the area and s is the length of one side.

Now,

As Area of Square= side²

Area of shaded region=Area of Bigger square - Area of White Square

and Side of bigger square=4

Side of White Square = x

Then

A (Area of shaded region) = 4²-x²

A=16 - x²

Hence,

          The area of Shaded region will be 16-x².

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The polynomial that was factored using algebra tiles with an algebra tile configuration of 0 tiles in the factor 1 spot and 0 tiles in the factor 2 spot, and 15 tiles in the product spot in 3 columns with 5 rows with 1 labeled x squared, 2 are labeled x, the 4 tiles below x squared are labeled negative x, and the 8 tiles below the x tiles are labeled negative is: x² - 2x - 8.

When you factor a polynomial using algebra tiles, you arrange the tiles in the form of a rectangle. The area of the rectangle gives the product of the two binomials, while the sides of the rectangle give the sum of the two binomials.In this case, there are 15 tiles in the product spot, so the two factors must have a total of 15 terms.

However, since there are 0 tiles in both the factor 1 and factor 2 spots, both binomials must have a constant of 0. Therefore, the only possible arrangement for the tiles is: 1 x² tile, 2 x tiles, 4 negative x tiles, and 8 negative tiles.Now, we need to arrange these tiles in the form of a rectangle. The only possible arrangement is a rectangle with a length of 5 tiles (3 columns) and a width of 3 tiles (1 x² tile and 2 x tiles). The 4 negative x tiles are placed below the x² tile, and the 8 negative tiles are placed below the x tiles. This gives the polynomial: x² - 2x - 8.

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The value of [tex]\frac{XZ}{YZ}[/tex] include the following: C. [tex]\frac{180}{181}[/tex]

In Mathematics and Geometry, Pythagorean's theorem is represented by the following mathematical equation:

a² + b² = c²

Where:

a, b, and c represent the side lengths of a right-angled triangle.

In order to determine the length of XZ in right-angled triangle XYZ, we would have to apply Pythagorean's theorem.

YZ² = XY² + XZ²

181² = 19² + XZ²

XZ² = 32,761 - 361

XZ = √32,400

XZ = 180 units

For the ratio, we have:

Ratio = XZ/YZ

Ratio = 180/181

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

Answer:

n = 12

Step-by-step explanation:

Given equation:

[tex]\dfrac{9}{n}=\dfrac{75}{100}[/tex]

We can solve the equation for the unknown quantity, n, by cross-multiplying, which means multiplying both sides of the equation by the product of the denominators.

The denominator of a fraction is the part below the division bar.

The denominators of the given equation are n and 100, so their product is 100n.

Multiply both sides by 100n:

[tex]\implies \dfrac{9}{n} \cdot 100n=\dfrac{75}{100}\cdot 100n[/tex]

Simplify and cancel the common factors:

[tex]\implies \dfrac{9\cdot 100n}{n} =\dfrac{75\cdot 100n}{100}[/tex]

[tex]\implies 9\cdot 100 =75\cdot n[/tex]

[tex]\implies 900 =75n[/tex]

To solve for n, divide both sides of the equation by 75:

[tex]\implies \dfrac{900}{75} =\dfrac{75n}{75}[/tex]

[tex]\implies 12=n[/tex]

Therefore, the unknown quantity, n, is 12.

Answer:

Step-by-step explanation:

To find:-

Answer:-

The given equation to us is ,

[tex]\longrightarrow \dfrac{9}{n}=\dfrac{75}{100} \\[/tex]

Simplify the RHS of the equation. This can be done by dividing the numerator and denominator by 25 as it is the HCF of 75 and 100 . So we have;

[tex]\longrightarrow \dfrac{9}{n}=\dfrac{75\div 25}{100\div 25} \\[/tex]

Simplify,

[tex]\longrightarrow \dfrac{9}{n} = \dfrac{3}{4} \\[/tex]

Flip the numerator and denominator on both the sides , as ;

[tex]\longrightarrow \dfrac{n}{9} =\dfrac{4}{3} \\[/tex]

Multiply both the sides by 9 as ,

[tex]\longrightarrow \dfrac{n}{9}\times 9 =\dfrac{4}{3}\times 9\\[/tex]

Simplify,

[tex]\longrightarrow \boxed{\boldsymbol{ n = 12}} \\[/tex]

Henceforth the value of n is 12 .

The calculated z-value of 2.45 is less than the critical value of 2.58, we fail to reject the null hypothesis.

To test whether there is convincing evidence that the proportion of people who experience choice blindness is different for the picture group and actual candy group, we need to conduct a hypothesis test.

Let p1 be the proportion who experiences choice blindness based on a picture treatment, and p2 be the proportion who experiences choice blindness based on seeing the actual candy treatment.

Our null hypothesis is that there is no difference between the two proportions:

H0: p1 = p2

Our alternative hypothesis is that there is a difference between the two proportions:

Ha: p1 ≠ p2

We will use a two-sample z-test to test this hypothesis. The test statistic is:

z = (p1 - p2) / sqrt(p*(1-p)*(1/n1 + 1/n2))

where p = (x1 + x2) / (n1 + n2) is the pooled sample proportion, x1, and x2 are the number of people who experienced choice blindness in the picture and actual candy groups, respectively, and n1 and n2 are the sample sizes.

Using the given information, we can calculate the sample proportions as:

p1 = (21/50) = 0.42

p2 = (13/50) = 0.26

The pooled sample proportion is:

p = (21 + 13) / (50 + 50) = 0.34

The sample sizes are n1 = n2 = 50.

Substituting these values into the formula for the test statistic, we get:

z = (0.42 - 0.26) / sqrt(0.34*(1-0.34)*(1/50 + 1/50)) = 2.45

Using a standard normal distribution table, we can find the critical values for a two-tailed test with a significance level of 0.01:

[tex]z_crit = ±2.58[/tex]

Since our calculated z-value of 2.45 is less than the critical value of 2.58, we fail to reject the null hypothesis. Therefore, we do not have convincing evidence to conclude that the proportion of people who experience choice blindness is different for the picture group and actual candy group at a significance level of 0.01.

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The equations [tex]y=2x-3 [/tex]and [tex]y=x+6[/tex],

we can use them to find the point of intersection between the two lines. This point of intersection represents the solution to the system of equations.

Setting the two equations equal to each other, we get:

[tex]2x - 3 = x + 6[/tex]

Simplifying this equation, we can see that x = 9.

Now we can substitute x = 9 into either of the original equations to find the corresponding value of y.

Let's use the equation [tex]y=2x-3[/tex]

[tex]y = 2(9) - 3 = 15[/tex]

Therefore, the solution to the system of equations y=2x-3 and y=x+6 is the point (9, 15).

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After answering the presented question, we can conclude that Therefore, the cubic function in standard form that has x-intercepts at (-1,0) (2,0) (4,0) and a y-intercept at (0,-24) is [tex]f(x) = 3x^3 - 21x^2[/tex] [tex]+ 14x + 24.[/tex]

In mathematics, a function appears to be a link between two sets of numbers in which each member of the first set (known as the domain) corresponds to a specific member of the second set (called the range). In other words, a function takes input from one collection and creates output from another. The variable x has frequently been used to represent inputs, whereas the variable y has been used to represent outputs. A formula or a graph can be used to represent a function. For example, the formula y = 2x + 1 depicts a functional form in which each value of x generates a unique value of y.

To find a cubic function in standard form, we can start by using the intercept form of the cubic equation:

[tex]f(x) = a(x-x1)(x-x2)(x-x3)\\f(x) = a(x+1)(x-2)(x-4)\\-24 = a(0+1)(0-2)(0-4)\\-24 = a(-8)\\a = 3\\[/tex]

So the cubic function in standard form that satisfies the given conditions is:

[tex]f(x) = 3(x+1)(x-2)(x-4)\\f(x) = 3x^3 - 21x^2 + 14x + 24\\[/tex]

Therefore, the cubic function in standard form that has x-intercepts at (-1,0) (2,0) (4,0) and a y-intercept at (0,-24) is [tex]f(x) = 3x^3 - 21x^2[/tex] [tex]+ 14x + 24.[/tex]

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the first five terms of the sequence t(1)=4 and t(n+1)=t(n)-3 are: 4, 1, -2, -5, -8.

To find the first five terms of the sequence defined by the formula t(1) = 4 and t(n+1) = t(n) - 3, we can use the recursive formula to find each term in the sequence:

t(1) = 4

t(2) = t(1) - 3 = 4 - 3 = 1

t(3) = t(2) - 3 = 1 - 3 = -2

t(4) = t(3) - 3 = -2 - 3 = -5

t(5) = t(4) - 3 = -5 - 3 = -8

Therefore, the first five terms of the sequence are: 4, 1, -2, -5, -8.

A recursive formula is a formula used to define a sequence, where each term of the sequence is defined in terms of the previous terms. In other words, to find a particular term in the sequence, you need to know the value of the previous term. This can be useful for generating sequences with complex patterns, such as the Fibonacci sequence. However, recursive formulas can also be more difficult to work with than explicit formulas, which give a direct formula for calculating any term in the sequence without relying on previous terms.

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Hence the value for MN midsegment is triangle is  x = MN = 12 units.

M and N are, respectively, the midpoints of JK and JL in the triangle JKL.

MN is a midsegment of the triangle JKL because it is parallel to KL.

What exactly is  midsegment?

A triangle's midsegment is a line segment that joins the midpoints of its two sides. A triangle's midsegment is always half as long as its third side and runs parallel to it at all times.

Triangles have the following characteristics:

Three sides, three vertices, and three angles make up the polygonal shape known as a triangle.

- The total of a triangle's three angles is 180 degrees.

- Any two triangle sides added together will always be longer than the third side.

- Less than the third side's length separates the two sides of a triangle from one another.

- A triangle's perimeter is the product of its three sides.

KL is 12 units in length. MN is therefore 12 units long as well.

Hence, x = MN = 12 units.

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A pre-image is a transformation representing a flip of a figure. For reflection:

The preimage and the image have the same size.

An image created by a reflection will always be congruent to its pre-image.

Corresponding angles and segments are always congruent in a reflection of a figure.

An image and its pre-image are always the same distance from the line of reflection.

Transformation

Transformation is the movement of a point from its initial location to a new location. Types of transformation are rotation, translation, reflection, and dilation.

A reflection is a transformation representing a flip of a figure. Reflection preserves the shape and size of the figure. Also, An image and its pre-image are always the same distance from the line of reflection.

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Answer: The volume of the sphere is 57876.48

Step-by-step explanation:  

The formula you need for volume of a sphere is:

V = [tex]4/3\pi r^3[/tex]

You will enter the applicable numbers and multiply.

4/3 * 3.14 * 24 * 24 *24

When we multiply all numbers, the volume of a sphere with a radius of 24 centimeters is 57,876.48

The equation of the exponential function is[tex]4 * 3^{x}[/tex].

What is exponential function?

An exponential function is  of the form:

[tex]f(x) = a^{x}[/tex]

here "a" is a constant called the base, and "x" is the variable. The base "a" is typically a positive real number, but it can also be a negative number or a complex number. The function is called exponential because the variable "x" appears in the exponent.

We can see that as "x" increases by 1, "y" is multiplied by a constant factor of 3. This suggests that the exponential function has a base of 3. To find the equation, we can use the general form of an exponential function:

[tex]y = a * b^{x}[/tex]

where "a" is the initial value or y-intercept, and "b" is the base.

We can use the given values of (x,y) to form a system of equations:

[tex]a * 3^{0} = 4[/tex]

[tex]a * 3^{1} = 12[/tex]

[tex]a * 3^{2} = 36[/tex]

[tex]a * 3^{3} = 108[/tex]

Simplifying each equation, we get:

a = 4

3a = 12

9a = 36

27a = 108

Solving for "a", we get:

a = 4

Substituting this value of "a" into the equation, we get:

[tex]y = 4 * 3^{x}[/tex]

So the equation of the exponential function represented by the table is y [tex]= 4 * 3^{x}.[/tex]

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Answer:

m∠1 = 48°

m∠2 = 132°

Step-by-step explanation:

We Know

m∠1 + m∠2 = 180°

Let's solve

(x + 26) + 6x = 180

x + 26 + 6x = 180

7x + 26 = 180

7x = 154

x = 22

Now we put 22 in for x and solve m∠1 and m∠2 !

m∠1 = (x + 26)

m∠1 = 22 + 26

m∠1 = 48°

m∠2 = 6x

m∠2 = 6(22)

m∠2 = 132°

Answer:

x = 3

Step-by-step explanation:        

Check attachment. I did this lesson in class so I know.        

Answer:

It looks like (x - 5)^2 - 7 is correct.

Step-by-step explanation:

The vertex form of this type of function is

a(x - b)^2 + c        where  a is some constant and (b, c) is the vertex.

In this case the vertex is at (5, -7) so we can write f as:

a(x - 5)^2 - 7.

From the diagram it looks like when x = 0 f lies between  16 and 20  so that makes a = 1

Answer: I think you forgot to attach the question

Step-by-step explanation:

Answer:

99°

Step-by-step explanation:

180° - 36° - 63° = 81

360° - 180° - 81° = 99°

The total number of ice cream which is in the cartons if cartons to get one liter (L) of ice cream is 480 Liters.

The fundamental concept of repeatedly adding the same number is represented by the process of multiplication. The results of multiplying two or more numbers are known as the product of those numbers, and the components that are multiplied are referred to as the factors. Repeated addition of the same number is made easier by multiplying the numbers.

Mathematicians use multiplication to calculate the product of two or more integers. It is a fundamental operation in mathematics that is frequently utilised in everyday life. When we need to combine groups of similar sizes, we utilise multiplication.

We have,

throw out the 13 least popular flavors,

Total flavors

25 - 13 = 12

80/2 = 40 liters.

The remaining 12 flavors and 40 liters each so,

total ice cream = 12 x 40 = 480 liters.

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Complete question:

An ice cream shop is testing some new flavors of ice cream. They invent 25 new flavors for customers to try. and throw out the 13 least popular flavors. The shop makes 80 cartons of each of the remaining flavors. It takes cartons to get one liter (L) of ice cream​. How much total ice cream is in the cartons?

The total cost of the vacation could be any amount up to $1000, but it cannot exceed $1000.

A set with a particular, constrained number of elements is said to be finite. For instance, because it only has five items, the set "1, 2, 3, 4, 5" is a finite set. On the other hand, a set with an infinite number of items is called an infinite set. For instance, because it has no beginning or end, the set of all positive numbers 1, 2, 3, 4,... is an infinite set.

For the given amount of $200 split in 5 people the total cost of the vacation cannot exceed:

(5 people x $200/person = $1000).

Hence, the total cost of the vacation could be any amount up to $1000, but it cannot exceed $1000.

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Bruce is going to call one person from his contacts at random and Probability to call a person not from his neighborhood = 1/5 or 0.2

Total number of contacts = 25

Total number of contacts that are from his neighborhood = 20

Find the probability of calling one person not from his neighborhood.

Find the number of contacts not from his neighborhood.

Total contact = 25

Total from his neighborhood = 20

Total not from his neighborhood = 25 - 20

Total not from his neighborhood = 5

Find the probability of calling one person not from his neighborhood:

Total contact = 25

Total not from his neighborhood = 5

P(call a person not from his neighborhood) = 5/25

P(call a person not from his neighborhood) = 1/5 or 0.2

or we can say that,

probability = number of favorable outcomes

number of possible outcomes

there are five favorable outcomes (the 25-20=5) people not from his neighborhood

there are 25 total possible outcomes (the 25 total contacts)

P (call a person not from his neighborhood) = 5/25= 0.2

Therefore, the probability is 0.2

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The expanded trinomial is 25z^2 - 10zy + y^2. Tony can use the special pattern for expanding a binomial in the form (a + b)^2 = a^2 + 2ab + b^2.

In this case, he can write (5z - y)^2 as:

$(5z)^2 + 2(5z)(-y) + (-y)^2$

Simplifying each term, we get:

25z^2 - 10zy + y^2

Tony can use this pattern to find each term of the trinomial without having to multiply the entire expression. He simply needs to square the first term, multiply twice the product of the first and second terms, and square the second term, which will give him the three terms of the trinomial

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The purpose of the study was to determine whether the stress management program had any effects on various health outcomes.

Researchers tested a stress program with 3 groups; treatment groups had fewer illnesses, strokes, lower blood pressure, and emotional outbursts. The researchers conducted an evaluation of a stress management program, in which they randomly assigned subjects to one of three groups: two treatment groups and a control group. The purpose of the study was to determine whether the stress management program had any effects on various health outcomes.

The results of the study indicated that both treatment groups experienced a number of positive health outcomes compared to the control group. Specifically, the treatment groups had fewer illnesses like colds and flu, fewer strokes, a reduction in blood pressure, and reported fewer emotional outbursts.

The findings of this study suggest that a stress management program may have multiple benefits for individuals' health, including reducing the risk of certain illnesses and improving emotional well-being. However, further research is needed to confirm these findings and to determine whether these effects are sustained over time.

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Answer:

[tex](b - c)(b + c - 10)[/tex]

Step-by-step explanation:

[tex] {b}^{2} - {c}^{2} - 10(b - c)[/tex]

What does factorising mean?

What does expanding brackets mean?

Now, expand the brackets in this expression:

[tex] {b}^{2} - {c}^{2} - 10b + 10c[/tex]

Apply the difference of squares formula to factor the expression even more (also, factor out -10 from the expression by putting it in front of the brackets):

[tex](b - c)(b + c) - 10(b - c)[/tex]

Now, factor out (b - c) from the expression:

[tex](b - c)(b + c - 10)[/tex]