Use logarithms to solve the equation for t. (Round your answer to two decimal places.)
2000/(1 + 6e−0.7t) = 1000
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Answer:
2.56
Step-by-step explanation:
Multiply by (1+6e^(-.7t))/1000:
2000/1000 = 1 +6e^(-0.07t)
1 = 6e^(-0.07t) . . . . . . . . . subtract 1
e^(0.07t) = 6 . . . . . . . . . . multiply by e^(0.07t)
0.07t = ln(6) . . . . . . . . . take the natural log
t = ln(6)/0.07 . . . . . . . divide by the coefficient of t
t ≈ 2.55966 ≈ 2.56
How many 0.25 are there in 10.5?
Answer:
42
Step-by-step explanation:
to find how many 0.25 there are in 10.5 we have to divide 10.5 by 0.25
10.5÷0.25
=42
Hope this helped you- have a good day bro cya)
Who ever answers first will be marked brainliest
Answer:
The answer is x≥9.
Step-by-step explanation:
Answer:
x≥9
Step-by-step explanation:
this is the answer all you have to do is solve it
7. In a quiz bee, Marlon scored 132 points during the first round. This score was thrice as much as his score during the second round. What score did he get in two rounds?
Answer:
II + III = 176
II = 44
III = 132
Step-by-step explanation:
Third round: 132
Second round: 3x=132
x=44 (second round)
2rounds: 132+44=176
Greatest common factor of 30 and 75
Step-by-step explanation:
The prime numbers 5 and 3 are both factors that are common to 30 and 75. The product of these factors is 3×5 = 15. Thus, the “Greatest Common Factor” of 30 and 75 is 15.
Answer:
the Greatest common factor of 30 and 75 is 15
Step-by-step explanation:
The product of these factors is 3×5 = 15. Thus, the “Greatest Common Factor” of 30 and 75 is 15.
Consider the following two loans for P=$12,000.
Loan A: 5 year loan, annual interest rate of 5%.
Loan B: 3 year loan, annual interest rate of 8%.
Answer:
Simple interest-?
Step-by-step explanation:
P= 12000
T=5yrs
R=5%
Now,
Simple interest - PTR/100
= 12000*5*5/100
= $3000
Again,
P=12000
T=3yrs
R=8%
Now,
Simple interest - PTR/100
= 12000*3*8/100
= $2880
Hope this helps.
Three cubes with volumes 8 cm3, 27 cm3 and 64 cm3 are glued together to form a solid figure. What the least possible surface area (cm2) of the solid figure?
Answer:
148 cm²Step-by-step explanation:
The cubes have sides of 2 cm, 3 cm and 4 cm respectively.
Their face area of the cubes is 4 cm², 9 cm² and 16 cm² respectively.
Total surface area of each cube is:
Side 2 cm - 6*(2*2) = 24 cm², Side 3 cm - 6*(3*3) = 54 cm², Side 4 cm - 6*(4*4) = 96 cm².Total of three cubes:
24 + 54 + 96 = 174 cm²When you glue the cubes together you lose an area equal to double face area of the smaller cube from the total surface area.
Possible decrease, provided full faces area covered:
2 cm cube with the other two ⇒ loss of four 2x2 faces 4*4 = 16 cm²3 cm or 4 cm cube with the other two ⇒ loss of two 3x3 and two 2x2 faces 2(9+4) = 26 cm²The least possible surface area is:
174 - 26 = 148 cm²3Cubes :
Volume = 8cm³ ==> r = 2cmVolume = 27cm³ => r = 3cmVolume = 64cm³ => r = 4cmSoo :
Volume - 1 = 6 × 2² = 6 × 4 = 24cm²
Volume - 2 = 6 × 3² = 6 × 9 = 54cm²
Volume - 3 = 6 × 4² = 6 × 16 = 96cm²
Totals = 24 + 54 + 96 = 174cm²[tex] \: [/tex]
surface area = 174 - 2(3² + 2²)
surface area = 174 - 2(9 + 4)
surface area = 174 - 2(13)
surface area = 174 - 26
serface area = 148cm²
[tex] \: [/tex]
-HayabusaBrainly
wHaT iS tHe AnWsEr?????????????
2,000 +300000000000000000000000000000000000
Answer:
3.0 E35
Step-by-step explanation:
Thanks.
How much work is done lifting a 100 Newton book onto a shelf that is 2 meters high on Earth?
We want to find the work done by lifting a book a given distance.
The answer is 200 N*m
We know that the book weighs 100 Newtons and that we lift it a distance of 2 meters.
Remember that the work needed to lift an object of mass M to a height H is:
W = M*g*H
where g is the gravitational acceleration.
Knowing that:
weight = M*g
We can replace the things we know to get the work:
W = 100N*2m = 200 N*m
If you want to learn more, you can read:
https://brainly.com/question/13662169
The school need to make $750 in order to cover all of their expenses.They estimate 200 students will come to the dance.If they made $150 from a fundraising bake sale what they need to charge per ticket to cover their cost?--
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Answer:
$3
Step-by-step explanation:
The cost that hasn't been covered by bake sale proceeds is ...
$750 -150 = $600
If that cost is divided among 200 students, the amount each student needs to pay is ...
$600/(200 students) = $3/student
They need to charge $3 per ticket.
Do the fractions 6/7 and 16/25convert to repeating or terminating decumals numbers
Answer:
terminating decimals
Step-by-step explanation:
they don't seem to repeat numbers
Answer:
repeating
Step-by-step explanation:
6÷7= 1.111111111111
Find the slope and y intercept of the line 3x+2y=-6
Answer:
Step-by-step explanation:
Slope - -3/2
y-intercept- (0,-3)
Last year, the Galaxy Fair Amusement Park installed a family roller coaster they named The Twist. This coaster was designed to accommodate riders from age 4 to adult and features a tall climb hill and several banking turns. Overall, the park has been disappointed in the reception of The Twist, and very few families are riding the coaster this season. After some research, they discovered that park guests think the climb hill is too tall and fast for younger riders. Galaxy Fair Amusement Park has asked a roller coaster design firm to help them redesign The Twist during the coming off season. The quadratic function that represents the current climb hill is () = −0.102 + 3.6 − 2.4 and the quadratic function that represents the proposed redesign of the climb hill is () = −0.032 + 1.62 − 6.87. In these functions, the value of x represents the time, in seconds, since the roller coaster train cars have left the station, and the output variable is the height of the roller coaster track, in feet, above the ground. 1. Rewrite both () and () from standard form into vertex form. Explain your process. HINT: Each function has a common factor. Start by dividing it out. 2. State the vertex of each function. What does each vertex represent in context of The Twist? 3. Compare the a-value of () to the a-value of the parent quadratic function. What effect does this value have on a parabola? 4. Sketch both of the functions () and () on a single xy-plane. Describe the steps you took to create your sketch. 5. Use the vertex forms of () and () and the sketch you created in question 4 to describe the track changes that occur when the function that represents the climb hill is altered from () to (). Do you think these changes will help younger riders better enjoy The Twist? Explain.
Answer:
can you add a picture or summerize this
Step-by-step explanation:
कौन-सा शब्द यौगिक है।
क. पुस्तकालय। ख. भाई की बहन। ग लंकेश
Answer:
help please............
PLEASE HELP ITS MATH THANK YOUUUU
Which of the following functions has an inverse that is NOT a function?
A) f(x) = (1/2)x - 1/2
B) f(x) = (x - 1)^3 + 2
C) f(x) = 2^x
D) f(x) = x(x - 1)
Step-by-step explanation:
Content
Functions and their inverses
We begin with a simple example.
Example
Let f(x)=2x and g(x)=x2.
Apply the function g to the number 3, and then apply f to the result:
g(3)=32andf(32)=3.
A similar thing happens if we first apply f and then apply g:
f(3)=6andg(6)=3.
It is clear that this will happen with any starting number. This is expressed as
f(g(x))g(f(x))=x,for all x=x,for all x.
The function f reverses the effect of g, and the function g reverses the effect of f. We say that f and g are inverses of each other.
As another example, we have
(x−−√3)3=xandx3−−√3=x,
for all real x. So the functions f(x)=x3 and g(x)=x−−√3 are inverses of each other.
If x≥0, then (x−−√)2=x and x2−−√=x. If x<0, then x−−√ is not defined. So the functions f(x)=x2 and g(x)=x−−√ are inverses of each other, but we need to be careful about domains. We will look at this more carefully later in this section.
Basics
In an earlier section of this module, we defined the composite of two functions h and g by (g∘h)(x)=g(h(x)).
Definitions
The zero function 0–:R→R is defined by 0–(x)=0, for all x.
The identity function id:R→R is defined by id(x)=x, for all x.
Example
Consider a function f:R→R.
Prove that
0–∘f=0–
f∘id=f
id∘f=f.
Show that f∘0– does not necessarily equal 0–.
Solution
We have (0–∘f)(x)=0–(f(x))=0, for all x, and so 0–∘f=0–.
We have (f∘id)(x)=f(id(x))=f(x), for all x, and so f∘id=f.
We have (id∘f)(x)=id(f(x))=f(x), for all x, and so id∘f=f.
Consider the function given by f(x)=2, for all x. Then f∘0–(x)=f(0–(x))=f(0)=2, and so f∘0–≠0–.
Definition
Let f be a function with both domain and range all real numbers. Then the function g is the inverse of f if
f(g(x))g(f(x))=x,for all x,and=x,for all x.
That is, f∘g=id and g∘f=id.
Notes.
Clearly, if g is the inverse of f, then f is the inverse of g.
We denote the inverse of f by f−1. We read f−1 as 'f inverse'. Note that f inverse has nothing to do with the function 1f.
Example
Let f(x)=x+2 and let g(x)=x−2. Show that f and g are inverses of each other.
Solution
We have
f(g(x))=f(x−2)=x−2+2=x,for all x(f∘g=id)
and
g(f(x))=g(x+2)=x+2−2=x,for all x(g∘f=id).
Hence, the functions f and g are inverses of each other.
Exercise 5
Find the inverse of
f(x)=x+7
f(x)=4x+5.
Example
Let f(x)=ax+b with a≠0. Find the inverse of f.
Solution
We have x=f(x)−ba, for all x. So let g(x)=x−ba. Then
f(g(x))g(f(x))=f(x−ba)=a(x−ba)+b=x=g(ax+b)=(ax+b)−ba=x,
for all x. Hence, g is the inverse of f.
Exercise 6
Show that f(x)=x5 and g(x)=x15 are inverses of each other.
Find the inverse of f(x)=x3+2.
We do not yet have a general enough concept of inverses, since x2 and x−−√ do not fit into this framework, nor do ex and logex. We will give a definition that covers these functions later in this section.
The horizontal-line test
Consider the function f(x)=x2, which has domain the reals and range A={x:x≥0}. Does f have an inverse?
The following graph shows that it does not. We have f(−2)=f(2)=4, and so f−1(4) would have to take two values, −2 and 2! Hence, f does not have an inverse.
Graph of y = x squared and the line y = 4 on the one set of axes.
This idea can be formulated as a test.
Horizontal-line test
Let f be a function. If there is a horizontal line y=c that meets the graph y=f(x) at more than one point, then f does not have an inverse.
Notes. Remember that the vertical-line test determines whether a relation is a function.
Example
Consider the function
f(x)=x3−x=(x+1)x(x−1).
Its graph is shown in the following diagram.
Graph of y = x cubed minus x.
Does f have an inverse?
Solution
The line y=0 meets the graph at three points. By the horizontal-line test, the function f does not have an inverse.
The function whose inverse does not exist is f(x) = x(x - 1)
The correct option is (D) f(x) = x(x - 1)
What is inverse of a function?An inverse is a function that serves to “undo” another function. That is, if f(x) produces y, then putting y into the inverse of f produces the output x.
First, f(x)= [tex]\frac{1}{2} x -\frac{1}{2}[/tex]
let y= [tex]\frac{1}{2} x -\frac{1}{2}[/tex]
On solving for x we get a unique value
Then replace x and y.
It shows that the function have a unique value, which satisfies the condition of inverse.
Now, f(x) =[tex](x - 1)^3 + 2[/tex]
Again, solving for y we can get a cube root function which is a inverse of cube.
Hence, the inverse of [tex](x - 1)^3 + 2[/tex] exists.
Next, f(x) =[tex]2^x[/tex]
Solving for above we get logarithmic value. Log function are inverse of exponential function.
Hence, the inverse of [tex]2^x[/tex] exists.
Last, f(x)= x(x-1)
Solving for above create a square value.
The inverse of square never exist because having square root gives two value one is positive and other is negative.
Hence, the inverse of x(x-1) not exists.
Hence the function whose inverse does not exist is x(x-1).
Learn more about inverse of function here:
https://brainly.com/question/2541698
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-1/3(4+z)=-5/6 I need answer ASAP
Answer:
-2/3
Step-by-step explanation:
:)
Answer:
z = - 1.5Step-by-step explanation:
Given equation:
-1/3(4 + z) = -5/6Multiply both sides by - 3 and simplify;
(-3)(-1/3(4 + z)) = (-3) (-5/6) 4 + z = 5/24 + z = 2.5z = 2.5 - 4z = - 1.5A farmer sold did he sell? of his sheep. His original flock was 300 sheep. How many sheep did he sell?
all of his sheep
Hope that helps :)
In the diagram, lines BC and DE are parallel.
What is the measure of Zx?
given the drawing below what is the difference between angle D and angle B
Answer:
given the drawing below what is the difference between angle D and angle B
Step-by-step explanation:
anyone have the answer?
Answer:
50.3 (rounded) I think? Could be wrong, however, it's what I got
PLEASE HURRY HELP!
Find the product (3a4 + 4)2
Answer:
(3a4 + 4)2
= (12a+4)2
= 24a+8
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4
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0.625
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Need Kona talaga para bukas please
Answer:8
Step-by-step explanation:
The population of Westport was 43,000 at the beginning of 1980 and has steadily decreased by 1% per
year since.
Find the population at the beginning of 1994. Round to the nearest person.
Answer:
37356
Step-by-step explanation:
if 8 ^ x=2 sqrt 2 find the value of x.
Answer:
[tex]{ \rm{ {8}^{x} = \sqrt{2} }} \\ \\ { \rm{ {2}^{3x} = {2}^{ \frac{1}{2} } }} \\ \\ { \rm{3x = \frac{1}{2} }} \\ \\ { \rm{x = \frac{1}{6} }}[/tex]
Plz help I need help plz
The container that holds the water for the football team is
1/2
full. After pouring in 9 gallons of water, it is 4/5 full. How many gallons can the container hold?
Answer:
45
Step-by-step explanation:
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The perimeter of a rectangular garden is 332 m.
If the length of the garden is 93 m, what is its width?
Answer:
73
Step-by-step explanation:
332÷2= 166
166 - 93 = 73
Mae receives $79.00 for working one 10-hour day. One day she had to stop after working 7 hours because of a doctor’s appointment. How much did she make that day? I need help
******Please help me help please help me ******
9514 1404 393
Answer:
y = 8
Step-by-step explanation:
If the variation is direct, any multiplier of the x-value will also multiply the y-value.
old value × -1 = new value
x: 4 × -1 = -4
y: -8 × -1 = 8
The new value of y is 8.