An engineer is designing a fuel tank in the shape of a cylinder. The tank must have a volume of 3,500 cubic inches. The height of the cylinder must be twice the radius. What is the approximate radius of the cylinder? PLEASE HELP ME!!!! ITS THE TEST FROM PERFORMANCE MATTERS

Base = ( Volume / Height )

. = 150/ 20 = 7.5 cm

. = 7.5

Then answer is

OPTION D) 7.5 cm

Some of the most common symbols used in formulas include (addition), - (subtraction), * (multiplication), and / (division). These are called "operators". The correct option is c) operators.

Operators are symbols that represent a specific operation to be performed on one or more values or variables. In mathematics and programming, operators are used to build expressions that represent calculations. The most common operators include addition (+), subtraction (-), multiplication (*), and division (/), which are used to perform basic arithmetic operations.

Other operators include exponents (^), modulus (%), and comparison operators (>, <, =, etc.), which are used for more complex operations. Understanding operators is an essential part of learning mathematics and programming, as they form the building blocks for more complex calculations and algorithms. The correct option is c) operators.

The complete question is:

Fill in the blank: Some of the most common symbols used in formulas include + (addition), - (subtraction), * (multiplication), and / (division). These are called _____.

a) references

b) domains

c) operators

d) counts

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Answer:

121+11 divided 37

hope this helped:)

Answer:

-121

Step-by-step explanation:

You can plug it in to a calculator, or use pemdas: Parentheses, Exponents, Multiplication and Division (from left to right), Addition and Subtraction (from left to right).

Answer:

+ 80

Step-by-step explanation:

Given

(2 - x)(5 - 3x)(1 - 7x) ← expand the first two factors using FOIL

= (10 - 11x + 3x²)(1 - 7x)

Each term in the second factor is multiplied by each term in the first factor

= 10(1 - 7x) - 11x(1 - 7x) + 3x²(1 - 7x) ← distribute the 3 parenthesis

= 10 - 70x - 11x + 77x² + 3x² - 21x³ ← collect like terms

= - 21x³ + 80x² - 81x + 10

The coefficient of the x² term is + 80

The vertex form of the equation is y = (x - 3)² - 4, which corresponds to option OD.

To convert the given equation from standard form to vertex form, we need to complete the square.

The vertex form of a parabola's equation is y = a(x-h)² + k, where (h, k) represents the vertex of the parabola.

Given equation: y = x² - 6x + 14

Move the constant term to the right side:

y - 14 = x² - 6x

Complete the square by adding and subtracting the square of half the coefficient of x:

y - 14 + 9 = x² - 6x + 9 - 9

Group the terms and factor the quadratic:

(y - 5) = (x² - 6x + 9) - 9

Rewrite the quadratic as a perfect square:

(y - 5) = (x - 3)² - 9

Simplify the equation:

y - 5 = (x - 3)² - 9

Move the constant term to the right side:

y = (x - 3)² - 9 + 5

Combine the constants:

y = (x - 3)² - 4

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Answer:

25°

Step-by-step explanation:

Since ∠DBC = 130°, ∠DBC + ∠ABD = 180° (sum of angles on a straight line is 180°). Solving for ∠ABD:

∠DBC + ∠ABD = 180°

130 + ∠ABD  = 180°

∠ABD = 180° - 130°

∠ABD = 50°

∠ABD  is bisected by line BE, therefore ∠ABD = ∠EBA + ∠DBE (angle addition postulate).

The angle addition postulate states that if w is the interior of xyz then ∠XYZ = ∠XYW + ∠ZYW

Since E is the interior of ∠ABD, then:

∠ABD = ∠EBA + ∠DBE

But ∠EBA = ∠DBE

∠ABD = 2∠EBA

50 = 2∠EBA

∠EBA = 25°

Answer:

The projected value for the car after 10 years is equal to $10,503.42.

In Mathematics and Statistics, a population or physical asset such as a car that decreases at a specific period of time represent an exponential decay. This ultimately implies that, a mathematical model for any population or physical asset that decreases by r percent per unit of time is an exponential equation of this form:

\(P(t) = I(1 - r)^t\)

Where:

By substituting given parameters, we have the following:

\(P(t) = I(1 - r)^t\\\\P(10) = 28500(1 - 0.095)^{10}\\\\P(10) = 28500(0.905)^{10}\)

P(10) = $10,503.42

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The 10th term of the geometric sequence with the given conditions can be found using the formula an = 4/3 * an-1.

Starting with a1 = -1, we can apply the formula recursively to calculate the subsequent terms until we reach the 10th term.

Given that a1 = -1 and an = 4/3 * an-1 for n = 2, 3, 4, and so on, we can find the 10th term by applying the formula repeatedly. We start with a1 = -1, and to find a2, we substitute n = 2 into the formula: a2 = 4/3 * a1 = 4/3 * (-1) = -4/3. Next, to find a3, we substitute

n = 3: a3 = 4/3 * a2 = 4/3 * (-4/3) = -16/9. Continuing this process, we find a4 = -64/27, a5 = -256/81, and so on.

By applying the formula recursively, we can find the 10th term. However, this process can be time-consuming. Instead, we can observe that the common ratio between consecutive terms is 4/3. Since a1 = -1, we can calculate the 10th term directly using the formula for the nth term of a geometric sequence: an = a1 * r^(n-1), where r is the common ratio. Plugging in the values, we have a10 = (-1) * (4/3)^(10-1). Simplifying this expression gives us the 10th term of the sequence.

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Answer:

\(m<-\frac{185}{k};\quad \:k>0\)

Step-by-step explanation:

\(-mk-110>75\\\\\mathrm{Add\:}110\mathrm{\:to\:both\:sides}\\\\-mk-110+110>75+110\\\\Simplify\\\\-mk>185\\\\\mathrm{Multiply\:both\:sides\:by\:-1\:\left(reverse\:the\:inequality\right)}\\\\\left(-mk\right)\left(-1\right)<185\left(-1\right)\\\\Simplify\\\\mk<-185\\\\\mathrm{Divide\:both\:sides\:by\:}k;\quad \:k>0\\\\\frac{mk}{k}<\frac{-185}{k};\quad \:k>0\\\\Simplify\\\\m<-\frac{185}{k};\quad \:k>0\)

Answer: 13

Step-by-step explanation:

Let the number that in thinking of be represented by x.

I multiply by 11 and add 22 will give the same answer as multiplying by 4 and adding 113. This.csn be firmed into an equation as:

(11 × x) + 22 = (4 × x) + 113

11x + 22 = 4x + 113

Collect like terms

11x - 4x = 113 - 22

7x = 91

x = 91/7

x = 13.

The number is 13

The magnitude of the number of the minutes in the school is 2.

Although the order of magnitude of zero is not specified, it is occasionally stated to have a magnitude of. Zero is less than any other positive number, and so is its order of magnitude, according to this infinitely negative order of magnitude.

There can be no negative magnitude. The component of the vector that lacks direction is its length (positive or negative).

The order of magnitude is the approximate representation of the logarithmic of the order's value and is typically considered to be 10 taken as the base.

On a scale of 10 logarithmic, the difference in the order of magnitude can be quantified.

The value storage is where you may find the number into the various magnetic.

As a result, the number of minutes spent in school is 2.

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Complete question -

What is the Order of Magnitude of the number of minutes in a school day?

Answer:

7/8 or 0.875

hope that helped <3

After 20 years, the investment compounded periodically will be worth $ 3, 238. 47 more than the investment compounded annually.

First, find the value of the investment when it is compounded periodically, 12 times a year.

The formula is:

= Amount invested x ( 1 + rate ) ^ number of periods

= 9, 000 x ( 1 + 9 % / 12 ) ^ ¹² ˣ ²⁰

= $ 53, 678. 16

If compounded annually, the value would be :

= 9, 000 x ( 1 + 9 % ) ²⁰

= $ 50, 439. 69

The difference is :

= 53, 678. 16 - 50, 439. 69

= $ 3, 238. 47

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Answer:

Step-by-step explanation:

Add together:  2 2/3 hrs and 2 3/4 hrs:

First determine the LCD of these two fractions.  The LCD here is 3*4 = 12.

Rewrite the given times using this LCD:

2 8/12 + 2 9/12

Adding 2 and 2 results in 4; adding 8/12 and 9/12 results in 17/12, or 1 5/12.

The final result is 4 + 1 5/12, or 5 5/12.

The movie and dinner together lasted 5 5/12 hrs.

If movie and dinner started at 3:00, dinner would have finished at

3:00 + 5:5/12, or

8:25 p.m. (since 5:5/12 is the same as 5:25).

Finished eating at 8:25 p.m.

Answer:

Finished eating at 8:25 and both lasted 5:25 hours in total

Step-by-step explanation:

Answer:

Step-by-step explanation:

It's a negative slope so A and B are out

-.89 slope is a little flatter than -1   I think the correlation is a little flatter so I'd go with C.   Could be D, since the slopes are so similar and you are just estimating.  But I think C looks better.

Given constant acceleration a, the velocity of the car after 15 seconds would be given by:

\(v(15) = v(0) + 15a\)

The velocity of a car after t seconds is modeled by the following function:

\(v(t) = v(0) + at\)

In which:

In this problem, 15 seconds, hence \(t = 15\) and:

\(v(15) = v(0) + 15a\)

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Answer:

46

Step-by-step explanation:

if there ages in total  is 53 and pamela is 7 years older than jiri

53-7  would give u jiri age

Answer:45

Step-by-step explanation:

Answer:

This is so easy it's basically 6x9 which isssss, 54 lol,

Step-by-step explanation:

A piano tuner hears a beat every 2.00 s when listening to a 264.0-Hz tuning fork and a single piano string. The two possible frequencies of the string are 263.5 Hz and 264.5 Hz.

The beat frequency heard by the piano tuner is equal to the difference between the frequencies of the tuning fork and the piano string.

Therefore, we can set up the equation: beat frequency = |f_tuning fork - f_piano string| where | | denotes absolute value. We know that the beat frequency is 0.5 Hz (since the tuner hears a beat every 2.00 s).

We also know that the frequency of the tuning fork is 264.0 Hz. Therefore: 0.5 Hz = |264.0 Hz - f_piano string| We can solve for the two possible frequencies of the piano string by setting up two equations: 0.5 Hz = 264.0 Hz - f_piano string and 0.5 Hz = f_piano string - 264.0 Hz Solving for f_piano string in each equation gives: f_piano string = 263.5 Hz or f_piano string = 264.5 Hz

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Step-by-step explanation:

to fine the average add all the numbers and divide the 5

18+12+11+10+12/5 =53.4

To convert sin to cos, you can use the identity that relates the two trigonometric functions: cos(x) = sin(x + (π/2)).

So, if you have an expression in terms of sin(x), you can convert it to an expression in terms of cos(x) by replacing sin(x) with sin(x + (π/2)), and then simplifying. Keep in mind that the period of cosine function is 2π, whereas the period of sine function is π. If you want to convert cos(x) to sin(x) you can use the same identity by replacing x with (x + π/2).

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Answer:

~~~~~~~~

Step-by-step explanation:

X + Y = 50. Subtract the first equation (X + Y = 50) from this one: Y = 33. Thus Phil has 33 dimes, and 17 nickels.

Answer:

y = \(\frac{1}{3}\) x

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

here slope m = \(\frac{1}{3}\) , then

y = \(\frac{1}{3}\) x + c ← is the partial equation

to find c substitute (- 9, - 3) , that is x = - 9, y = - 3 into the partial equation

- 3 = \(\frac{1}{3}\) (- 9) + c = - 3 + c ( add 3 to both sides )

0 = c

y = \(\frac{1}{3}\) x + 0 , that is

y = \(\frac{1}{3}\) x

The area of Triangle ABC is given by (1/2) times the product of the length of side BC (b) and the height (√2)

Area = (1/2) * b * √2

The area of Triangle ABC can be determined using the given information. Let's proceed with the calculations.

First, we need to find the length of side BC, denoted as b. We are given that the height to side BC is √2. In a right triangle, the height is perpendicular to the base, so side BC is the base of the triangle. Therefore, the length of side BC is equal to b.

Next, we can calculate the area of Triangle ABC using the formula for the area of a triangle:

Area = (1/2) * base * height

In this case, the base is side BC (b) and the height is √2. Substituting these values into the formula, we have:

Area = (1/2) * b * √2

Therefore, the area of Triangle ABC is given by (1/2) times the product of the length of side BC (b) and the height (√2):

Area = (1/2) * b * √2

Now, let's summarize the findings:

The area of Triangle ABC is (1/2) * b * √2, where b represents the length of side BC.

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Answer:

y =3x + 12

Step-by-step explanation:

Answer: Is there supposed to be a picture??? If there is there isn't one

Step-by-step explanation:

Answer:

45

Step-by-step explanation:

The answer to 1+2+3+4+5+6+7+8+9 is 45

1: The number closest to zero is not always the least.

2: The number farthest from zero is not always the greatest.

3: The number farthest right is not always the least.

4: The number left is always the least.

The first statement, "The number closest to zero is always the least," is not necessarily true.

It depends on whether the numbers being compared are positive or negative.

For example, -2 is closer to zero than -4, but it is actually greater than -4.

The second statement, "The number farthest from zero is always the greatest," is also not necessarily true.

Just like the first statement, it depends on whether the numbers being compared are positive or negative.

For example, -5 is farther from zero than -3, but -3 is actually greater than -5.

The third statement, "The number farthest right is always the least," is definitely not true.

The direction of the number line (left or right) has nothing to do with whether a number is greater or lesser than another number.

That leaves us with the fourth statement, "The number left is always the least."

This statement is true! On a number line going from negative to positive numbers, the numbers to the left of zero (the negative numbers) are always less than the numbers to the right of zero (the positive numbers).

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