Therefore, F = c * M1 * M2 / d^2 when the force F of attraction between two bodies varies jointly as the weights of the two bodies and inversely as the square of the distance between them using the C constant.
What is the distance?Distance is the sum of an object's movements, regardless of direction. Distance may be defined as the amount of space an item has covered, regardless of its beginning or finishing position.
What is direction?Direction is characterized as the course that anything follows, the route that must be taken to go to a certain location, the direction in which something is beginning to take shape or the direction you are facing.
F = c * M1 * M2 / d^2
Where,
F is the force of attraction,
M1 and M2 are the weights of the two bodies,
d is the distance between the two bodies,
and c is the proportionality constant.
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Please awnswer the question below
Answer:
- ANTIFRAGILE -
Anti-ti-ti-ti fragile, fragile
Anti-ti-ti-ti fragile
Anti-ti-ti-ti fragile, fragile
(Anti-fragile)
(Anti-fragile)
가시밭길 위로 riding, you made me boost up (ah-ah-ah-ah)
거짓으로 가득 찬 party 가렵지도 않아
내 뒤에 말들이 많아, 나도 첨 듣는 내 rival
모두 기도해 내 falling 그 손 위로 I'ma jump in
Yes, gimme that
걸어봐 위엄 like a lion
눈빛엔 거대한 desire (nan-na-na-eh)
더 부어 gasoline on fire
불길 속에 다시 날아 rising (nan-na-na-eh)
잊지 마, 내가 두고 온 toe shoes
무슨 말이 더 필요해?
무시 마, 내가 걸어온 커리어
I go to ride 'til I die, die
더 높이 가줄게
내가 바랐던 세계 젤 위에 (ah-ah)
떨어져도 돼
I'm anti-fragile, anti-fragile (ah-ah)
난 지금 on my way
갖다버려 줘 너의 fairy tale (ah-ah)
Now you know my name
I'm anti-fragile, anti-fragile
Anti-ti-ti-ti fragile, fragile
Anti-ti-ti-ti fragile
Anti-ti-ti-ti fragile, fragile
(Anti-fragile)
(Anti-fragile)
Lovey, lovey, lovey
Dovey, dovey, dovey
멋대로 정하네 나란 애에 대해
I don't know what to say, I can't feel it
뜨거운 관심은 환영, 귀여운 질투는 go ahead
줄 달린 인형은 no thanks 내 미랠 쓸 나의 노래
Yeah, gimme that
걸어봐 위엄 like a lion
눈빛엔 거대한 desire (nan-na-na-eh)
더 부어 gasoline on fire
불길 속에 다시 날아 rising (nan-na-na-eh)
잊지 마, 내가 두고 온 toe shoes
무슨 말이 더 필요해?
무시 마, 내가 걸어온 커리어
I go to ride 'til I die, die
더 높이 가줄게
내가 바랐던 세계 젤 위에 (ah-ah)
떨어져도 돼
I'm anti-fragile, anti-fragile (ah-ah)
난 지금 on my way
갖다버려 줘 너의 fairy tale (ah-ah)
Now you know my name
I'm anti-fragile, anti-fragile
Anti-ti-ti-ti fragile, fragile
Anti-ti-ti-ti fragile
Anti-ti-ti-ti fragile, fragile
(Anti-fragile)
(Anti-fragile)
We can break it baby
Rock it, twist it, lock it baby
All I know is you can't chain me
'Cause I'm gonna break out
Gonna, gonna break out, out
We can break it baby
Rock it, twist it, lock it baby
All I know is you can't chain me
'Cause I'm gonna break out
Gonna, gonna break out, out (whoa-uh-oh-oh!)
더 높이 가줄게
내가 바랐던 세계 젤 위에 (ah-ah)
떨어져도 돼
I'm anti-fragile, anti-fragile (ah-ah)
난 지금 on my way
갖다버려 줘 너의 fairy tale (ah-ah)
Now you know my name
I'm anti-fragile, anti-fragile
Anti-ti-ti-ti fragile, fragile
Anti-ti-ti-ti fragile
Anti-ti-ti-ti fragile, fragile
(Anti-fragile)
(Anti-fragile)
- song by Le Sserafim
- song title : anti fragile
- stan Le Ssefarim for a better life <3
xoxo
Step-by-step explanation:
Describe the likehood of the event given its probability . you make a free throw 70 percent of the time
Answer:
Yes. 70% is a good percentile, most people understand the workings of a free throw (where you stand on the line, how to place your feet, how to shoot) and standing still gives you an advantage. For the people who don’t understand the workings, they are apart of that 30%.
1) The sum of two numbers is 6. If one number is subtracted from the other, their difference is 4. Find the
numbers.
Answer:
One number is 5 and the other is 1.
Step-by-step explanation:
Let the numbers be x and y. Then x + y = 6 and x - y = 4. We must solve this system of equations:
x + y = 6
x - y = 4
Combining these equations temporarily eliminates y:
x + y = 6
x - y = 4
--------------
2x = 10
Then x = 5. Since x - y = 4,
5 - y = 4
and so y must be 1.
The solution is (5, 1). One number is 5 and the other is 1.
What percent of Greg’s gym attendance falls above a 90?
Answer:
100
Step-by-step explanation:
hope this helps
—PLEASE HELP QUESTION IS IN THE PIC—
Answer:
I'm pretty sure the answer is B.
Step-by-step explanation:
so you multiply 3x4 and get 12. Then you multiply 5x11 and get 55. last but not least multiply 12 and 55 and get 660 so yeah hope it helps
what is the volume of cylinder when the radius is 3 and height is 13.33
[tex]\textit{volume of a cylinder}\\\\ V=\pi r^2 h~~ \begin{cases} r=radius\\ h=height\\[-0.5em] \hrulefill\\ r=3\\ h=13.33 \end{cases}\implies V=\pi (3)^2(13.33)\implies V\approx 376.90[/tex]
Triangle DEF was dilated according to the rule DO,One-third(x,y)(one-third x, one-third y) to create similar triangle D'E'F'.
On a coordinate plane, (0, 0) is the center of dilation. Triangle F D E is dilated to create smaller triangle F prime D prime E prime. Triangle F D E has points (negative 9, 3), (negative 9, 9), (negative 6, 6). Triangle F prime D prime E prime has points (negative 3, 1), (negative 3, 3), and (negative 2, 2).
Which statements are true? Select three options.
∠F corresponds to ∠F'.
Segment EE' is parallel to segment FF'.
The distance from point D' to the origin is One-third the distance of point D to the origin.
The measure of ∠E' is One-third the measure of ∠E.
△DEF △D'E'F'
A. ∠F corresponds to ∠F' is True.
B. Segment EE' is parallel to segment FF' is False.
C. The distance from point D' to the origin is One-third the distance of point D to the origin is True.
D. The measure of ∠E' is One-third the measure of ∠E is False.
E. △DEF ~ △D'E'F' is True.
What is Dilation?Resizing an item uses a transition called dilation. Dilation is used to enlarge or contract the items. The result of this transformation is an image with the same shape as the original. However, there is a variation in the shape's size.
Given:
As triangle DEF was dilated according to the rule DO, One-third(x, y)(one-third x, one-third y) to create similar triangle D'E'F'.
and, The center of dilation = (0, 0)
Also, Triangle FDE has points: (- 9, 3), (- 9, 9), (- 6, 6).
Triangle F'D'E' has points : (- 3, 1), (- 3, 3), (- 2, 2)
A) ∠F corresponds to ∠F'. ( True)
B) Segment EE' is parallel to segment FF'. (False)
As they intersect each other at the origin.
C) The distance from point D' to the origin is One-third the distance of point D to the origin. ( True)
Now, the length of DE
D = √(-9-0)² + (-9-0)²
D = 9√2
and, length of D'E'
D = √(-3-0)² + (-3-0)²
D = 3√2
Thus, DE / D'E' = 3√2/ 9√2 = 1/3
D) The measure of ∠E' is One-third the measure of ∠E. ( False)
E) △DEF ~ △D'E'F'. ( True)
As they are similar triangles.
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Answer:
A. ∠F corresponds to ∠F'.
C. The distance from point D' to the origin is 1/3 the distance of point D to the origin.
E. △DEF ~△D'E'F'
Step-by-step explanation:
got it right on edge 23
There is a mixed group of 100 students and/or teachers; 45 are boys, 55 are girls, and 23 are female teachers. People are selected at random. What is the probability that the person chosen is either a boy or a teacher?
Answer:
68%
Step-by-step explanation:
dentify the relationship between angles x and y
the x & y angles are alternate angles.
What is alternate angles?The alternate exterior angle theorem states that if two lines are parallel and are intersected by a transversal, then the alternate exterior angles are considered as congruent angles or angles of equal measure.
Here, we have,
from the given figure , we get,
the x & y angles are alternate angles.
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A circular mirror is surrounded by a square metal frame. The radius of the mirror is 3x. The side length of the metal frame is 15x. What is the area of the metal frame? (Type your answer in factored form. Type an exact answer in terms of pi.
The area of the frame is __ square units
The area of the frame is 196.73 x²
What is area ?
The size of a patch on a surface is determined by its area. Surface area refers to the area of an open surface or the boundary of a three-dimensional object, whereas the area of a plane region or plane area refers to the area of a form or planar lamina.
The region that an object's shape defines as its area. The area of a figure or any other two-dimensional geometric shape in a plane is how much space it occupies.
Area is a phrase used to describe how much room a 2D form or surface occupies. Area is measured in square units, such as cm2 or m2. The area of a form is computed by dividing its length by its breadth.
(15x)^2 = 225x^2
Area of the frame
= π (3x)²
= 28.27 x²
Metal area surrounding the frame
225 x² - 28.27 x²
= 196.73 x²
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Karen drew a triangle The longest side of Karen's triangle measures 8 inches What must be true about the lengths in inches a and b of the two shorter sides of Karen'sHow many triangles can be drawn with side lengths 3, 5, and 9
The 9 inches side must be the hypotenuse, and the other two sides must be 3 inches and 5 inches.
What is hypotenuse in a Triangle?n a triangle, the longest side (the hypotenuse) is opposite the largest angle, and the other two sides are opposite the smaller angles. According to the Triangle Inequality Theorem, the sum of any two sides of a triangle must be greater than the length of the third side. So, if the longest side of Karen's triangle measures 8 inches, it means that the sum of a and b (the two shorter sides) must be greater than 8 inches. Therefore [tex]a+b > 8 inches[/tex].
For the second part of your question, only one triangle can be drawn with side lengths 3, 5, and 9. The three numbers 3, 5, and 9 form a Pythagorean triple, meaning they can be used as the lengths of the sides of a right triangle. Since the longest side (the hypotenuse) must be greater than the other two sides, the 9 inches side must be the hypotenuse, and the other two sides must be 3 inches and 5 inches.
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How do you solve complex fraction equations?
To solve complex fractions there are two methods -
1 - Divide the numerator by the denominator by multiplying the numerator by the reciprocal of the denominator and then simplify further if necessary.
2 - Multiply the numerator and denominator of the overall complex fractions and then simplify further if necessary.
What is a complex fraction?
A rational expression with a fraction in the numerator, denominator, or both is referred to as a complex fraction.
There are two ways to solve a complex fraction -
Method 1 : Take an example - (1/3-1/4)/(1/8+1/2)
Step 1 - If necessary, combine the denominator and numerator into a single fraction.
Add the numerator -
=1/3-1/4
=(4-3)/12
=1/12
Add the denominator -
=1/8+1/2
=(1+4)/8
=5/8
Combine back to form a complex fraction -
=(1/12)/(5/8)
Step 2: Multiply the numerator by the denominator's reciprocal, then divide the result by the denominator.
Step 3: Simplify the rational expression if necessary.
=(1/12)×(8/5)
=8/60
=2/15
Method 2: Take an example - [(2x+1)/(x^2-25)]/[(4x^2-1)/(x-5)]
Step 1 - Divide the LCD of the smaller fractions by the numerator and denominator of the total complex fractions.
(x^2-25)=(x+5)(x-5)
The denominator of the denominator’s fraction has the following factor -
(x-5)
Using the highest exponent and combining all the other factors, we arrive at the LCD shown below for all the little fractions -
(x+5)(x-5)
By multiplying the LCD by the numerator and denominator -
=[{(2x+1)/(x+5)(x-5)}×(x+5)(x-5)]/[{(2x+1)(2x-1)/(x-5)}×(x+5)(x-5)]
=(2x+1)/(2x+1)(2x-1)(x+5)
Step 2 - Simplify the rational expression if necessary.
=(2x+1)/(2x+1)(2x-1)(x+5)
=1/(2x-1)(x+5)
Therefore, there are two methods to solve complex fractions.
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What is an equation of the line that passes through the points (-3, -5) and (-3, -8)?
This is an undefined problem
Answer:
x = -3
Step-by-step explanation:
Hi there!
Typically, linear equations would be organized in slope-intercept form: y=mx+b where m is the slope and b is the y-intercept (the value of y when the line crosses the y-axis).
However, notice how the two x-coordinates of the given points are the same. They're both -3. This means that this is a vertical line, and vertical lines are organized in this equation: x=d where d is the x-intercept (the value of x when the line crosses the x-axis).
We know that the x-intercept is -3, since all the x-coordinates of the points that a vertical line passes through are the same. Therefore, the equation of this line is x=-3.
I hope this helps!
Solve using the quadratic formula. Show all work. Write each solution in simplest form. No decimals.
Step-by-step explanation:
[tex] {x}^{2} + 3x - 5 = 0[/tex]
a =1. b = 3. c = -5
Quadratic equation
[tex]x = \frac{ - b + \sqrt{ {b}^{2} - 4ac} }{2a} \\ = \frac{ - 3 \: + \sqrt{ {3}^{2} \: - 4(1)( - 5) } }{2} \\ = \frac{ - 3 \: + \: \sqrt{29} }{2} [/tex]
Note: the plus sign in the quadratic equation should read "+-"
Therefore, the roots of the quadratic equation are
[tex]\frac{ - 3 \: + \: \sqrt{29} }{2} \: \: and \: \: \frac{ - 3 \: - \: \sqrt{29} }{2} [/tex]
What is the quotient of 1. 782 x 109 and 8. 1 x 106 expressed in scientific
notation?
The quotient of 1.782 × 10⁹ and 8.1 × 10⁶ in scientific notation is 2.2 × 10². The result is obtained by using the quotient rule.
What are the rules for exponents?Several rules for exponents are
Product rule → aⁿ × aˣ = aⁿ⁺ˣQuotient rule → aⁿ / aˣ = aⁿ⁻ˣPower of a product rule → (ab)ⁿ = aⁿ × bⁿPower of a quotient rule → (a/b)ⁿ = aⁿ / bⁿPower of a power rule → (aⁿ)ˣ = aⁿˣZero rule → a⁰ = 1Find the quotient of 1.782 × 10⁹ and 8.1 × 10⁶!
Dividing the first number by the second using the quotient rule, it would be
= (1.782 × 10⁹) / (8.1 × 10⁶)
= (1.782/8.1) × (10⁹/10⁶)
= 0.22 × 10⁹⁻⁶
= 0.22 × 10³
In scientific notation, we should write a.b × 10ⁿ, where 1 ≤ a < 10 and n is an integer.
So,
0.22 × 10³ = 2.2 × 10²
Hence, the result of 1.782 × 10⁹ divided by 8.1 × 10⁶ in scientific notation is 2.2 × 10².
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ORIGINAL ANSWERS PLEASE
A student's course grade is related to class attendance. The grade can be modeled by the equation y = 0.66x + 33.3, where y is the student's grade as a percentage and x is the number of days that the student attended class. For a student who was in attendance for 75 days and has a grade of 82%, find and interpret the residual.
The residual of the given situation is 0.8
What is residual of a function?The residual for each observation is the difference between predicted values of y (dependent variable) and observed values of y.
Given that, The grade can be modelled by the equation y = 0.66x + 33.3, where y is the student's grade as a percentage and x is the number of days that the student attended class. We are asked to find residual if student who was in attendance for 75 days and has a grade of 82%,
Finding the actual value,
y = 0.66 × 75 + 33.3
y = 82.8
The predicted value = 82
Residual = actual y value − predicted y value
Therefore,
Residual = 82.8-82 = 0.8
Therefore, y = 0.8
Hence, the residual of the given situation is 0.8
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Which of the following will cause a logical error if you are attempting to compare x to 5?
Answers:
a. if (x >= 5)
b. if (x = 5)
c. if (x == 5)
d. if (x <= 5)
Logical Error: In computer programming language, a logic error is a bug or in a program or code that causes it to operate incorrectly, but not to terminate abnormally (or crash).
A logic error developed unintended or undesired output or other behavior, although it may not immediately be recognized as such.
For example, assigning a value to the wrong variable may cause a many of unexpected program errors.
These errors can be programmer mistakes or sometimes machine less memory to load the code.
if(x>=5) {
// program
}
else if(x==5) {
//program
}
else(x<=5) {
//program
}
they all do not give any error.
x=5 gave an error because it is value assigning to 5.
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A cross-shaped pattern is made by arranging four identical rectangles
around the sides of a square, as shown in the diagram.
The area of the square is 36 cm2.
The area of each rectangle is one and a third times the
area of the square.
Find the perimeter of the cross-shaped pattern.
Show your working and state the units of your answer.
Answer:
88 cm^2
Step-by-step explanation:
one rectangle = perimeter of 28 and times 4 equals 112 but you have to subtract 24 the perimeter of the square and get your answer
what is 5 2/3 x 3/4 equal?
Answer: 4 1/4
Step-by-step explanation: Decimal= 4.25
Answer:
Exact form: 17/4
Decimal Form: 4.25
Mixed number form: 4 1/4
9.
Choose the linear inequality that describes the graph. The gray area represents the shaded region.
A. 4x – y ≥ 4
B. 4x + y < 4
C. 4x + y > 4
D. 4x + y ≥ 4
Answer:
D. 4x + y ≥ 4
Step-by-step explanation:
you do not have to exsplain
Answer:
V=87.92
Step-by-step explanation:
v=bh,V=3.14*2*2*7
Bob bought 40 gumballs from a quarter machine. The number of each flavor he got is shown in the table.
- grape amount 4
- cherry amount 12
- Cola amount 16
- Orange amount 8
If there are 140 gumballs left in the machine, what is a good prediction for the number of cola flavored gumballs left?
Answer:
56 Cola-flavored gumballs remaining.
Step-by-step explanation:
There are 180 gumballs. Bob purchased 40 gumballs, which leaves 140 gumballs remaining.
There are four flavors. This is the chance (shown as a percentage) of each flavor Bob recieved:
║GR: 4 ⇒ 10%
║CH: 12 ⇒ 30%
║CO: 16 ⇒ 40%
║OR: 8 ⇒ 20%
So, how can we predict the number of Cola flavored gumballs remaining?
[There is a 40% chance of getting a Cola-flavored gumball from the machine. If we find 40% of 140, we can predict that is close to the number of Cola gumballs left in the machine]
║0.40 ⋅ 140 = 56
40% of 140 is 56, so we can predict there are 56 Cola-flavored gumballs remaining.
Jeri had 1 ¾ pounds of gummi worms, which she shared equally with her best friend. How many pounds of gummi worms did they each get? PLZ HELP
They have 0.875 pounds of gummy each
Just divide by 2
How do I do this function stuff I’m been kinda confused
Explanation:
When solving a function, you plug in the given [tex]x[/tex]-value (what's inside the parentheses next to the [tex]g[/tex] or [tex]f[/tex]) into the corresponding equation (what [tex]f(x)[/tex] and [tex]g(x)[/tex] are set equal to).
Before starting the worksheet, take a simpler example:
Given the function [tex]h(x) = x + 2[/tex],
the following work solves for [tex]h(3)[/tex].
[tex]h(3) = 3 + 2[/tex]
[tex]h(3) = 5[/tex]
Essentially, to solve for the value of a function for a given [tex]x[/tex]-value, simply plug in that value in for [tex]x[/tex] and simplify the resulting expression.
Onto problem 14 from the given worksheet:
We are given [tex]f(x) = 3x + 2[/tex] and are asked to solve for [tex]f(4)[/tex].
Hence, all we have to do is plug [tex]4[/tex] in for [tex]x[/tex]:
[tex]f(4) = 3(4) + 2[/tex]
[tex]f(4) = 12 + 2[/tex]
[tex]f(4) = 14[/tex]
You can apply this concept to the rest of the problems.
Please help with this question
Answer:
92°
Step-by-step explanation:
We can say that the angle that is of x degrees is an inscribed angle because its vertex is on the circle and its sides are made up of rays. When you have an inscribes angle, it measures exactly half the angle it intercepts. In this case that angle is 184°. So, because of this we can say:
x = 184° / 2
x = 92°
what is the volume of this rectangular prism? (answer the picture)
Answer:
20.7 yd(rounded)
21 yd (exact)
Step-by-step explanation:
Since it goes 7 wide, do 7 x1/3 = 2.3 The 1/3rd comes from measurement given.
The length is 3 x 1/3 = 1 yd., so each level is 2.3 (repeating).
Since the height is 9, 9x2.3 = 20.7 yds (rounded)
If you want to be exact, 2.3333333333 x 9 = 21 (exact)
Help me please and thank you!
Answer:
-4/3
Step-by-step explanation:
-2 - 1 is -3
6-2 is 4
Perform the indicated operation. Be sure the answer is reduced.
Answer:
It's the middle option
Step-by-step explanation:
What are examples of perfect square Trinomials?
Example of perfect square trinomial is: x² + 6x + 9 it is expressed as
(x + 3)²
What is trinomial?Trinomials are algebraic formulas that include three dissimilar terms, therefore the name "trinomial."
An algebraic expression called a trinomial contains three terms that are non-zero. Trinomial expression illustrations: The trinomial x + y + z has three variables: x, y, and z.
A trinomial is formed when three monomials are added together or subtracted from one another. A quadratic trinomial has the following form: ax² + bx + c, where a, b, and c are real, non-zero values.
Example:
x² + 6x + 9
= x² + 3x + 3x + 9
= (x +3) (x + 3)
= (x + 3)²
so, this is a perfect square trinomial.
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Find the value of c in the triangle shown below.
9
8
Choose 1 answer: