The Mid-High JV Team is playing in the state championship for football. In order
to beat their all-time points in a season record, they need to score more than 60
points in the game.
Considering a field goal (f) scores 3 points, a touchdown (t) scores 6 points, and a
touchdown with an extra point (p) scores 7 points, which inequality best represents
the possible ways the team can score more than 60 points.

Initial velocity = 63m/s

Final velocity = 75m/s

Time taken = 4.2

We have to find acceleration of car\(.\)

_________________________________

◈ Acceleration is defined as the rate of change of speed.

It is a vector quantity having both magnitude as well as direction.

SI unit : m/s²

⇒ a = (v - u) / t

⇒ a = (75 - 63) / 4.2

⇒ a = 12/4.2

The speed of a car traveling on a straight road increases from 63 m/s to 75 m/s in 4.2 seconds. What was the car's acceleration?

\( \rm\red {Given:} \)

\( \rm\red {To \: find:} \)

\( \rm\red {Calculation:} \)

We know that,

\( {\huge {\boxed {\tt { a = \dfrac{v-u} {t}}}}} \)

Substituting values-

\( \sf { \qquad \leadsto a = \dfrac{75-63}{4.2}} \)

\( \sf { \qquad \leadsto a = \dfrac{12}{4.2}} \)

\( \sf { \qquad \leadsto a = \dfrac{\cancel {12} {} ^{\: \: 6} \times 10}{\cancel {42} {} ^{\: \: 21} }} \)

\( \sf { \qquad \leadsto a = \dfrac{\cancel6 {} ^{\: \: \: 2}\times 10 }{\cancel {21} {} ^{\: \: 7}}} \)

\( \sf { \qquad \leadsto a = \dfrac{2 \times 10}{7}} \)

\( \sf { \qquad \leadsto a = \dfrac{20}{7} = 2.85} \)

\( \therefore \) Acceleration of the car was \( \sf { 2.8m/{s} ^{2}} \)

Answer:

Look at the graph for help

Step-by-step explanation:

if you need to graph us desmos graphing its free just plug in you cordinates

Assuming your system of equations is

\(\begin{cases}-5.9 x-3.7 y = -2.1\\ 5.9 x + 3.7 y = 2.1\end{cases}\)

The answer is C. Infinitely many solutions. If my assumption is incorrect, then the answer will be likely different.

The reason why it's "infinitely many solutions" is because the first equation is the same as the second equation. The only difference is that everything was multiplied by -1. You could say that both sides were multiplied by -1.

Both equations given graph out the same line. They overlap perfectly yielding infinitely many solution points on the line.

Option C is correct. The system of linear equation -5.9x - 3.7y =  -2.1 and 5.9x +3.7y = 2.1 have infinitely many solutions.

The system of linear equations is "a set of two or more linear equations or   variables is called system of linear equation".

An equation has infinitely many solutions only if "the two lines are coincident and having the same y-intercept".

According to the question,

The system of linear equation,

-5.9 x - 3.7y = -2.1            →  (1)

5.9 x + 3.7y = 2.1              →  (2)

The equation (1) is same as the equation (2) only the difference equation (1) is multiplied by (-1). Both equation give the same line. To check if above equations have same y-intercept, the equation can be written in slope intercept form y = m x +c where 'm' is the slope of the line, 'c' is the 'y-intercept'.

y = - (5.9/3.7) x + 2.1   [From equation (1)]

y = -(5.9/3.7) x + 2.1      [From equation (2)]

The both equation have same y-intercept. Therefore, the system of linear equations have infinitely many solution.

Hence, the system of linear equation -5.9x - 3.7y =  -2.1 and 5.9x +3.7y = 2.1 have infinitely many solutions.  

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If the target behavior is recorded whenever it occurs at any point within the scoring interval, the measurement procedure used is called continuous recording or event recording. This method involves observing and recording each instance of the behavior without considering its duration or intensity.

Continuous recording is typically used when the target behavior is discrete and occurs relatively infrequently or has a short duration. With this measurement procedure, each occurrence of the behavior is recorded as a separate event, regardless of when it starts or ends within the scoring interval. Examples of behaviors that can be measured using continuous recording include vocalizations, hand clapping, or instances of aggression.

Continuous recording provides a comprehensive account of the frequency or rate at which the behavior occurs, allowing for a detailed analysis of its occurrence patterns. This method is particularly useful when a precise count of behavior instances is needed and when the duration or intensity of the behavior is not a focus of measurement.

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"From a table of integrals, we know that for \(\(a \neq 0\)\) and \(\(b \neq 0\):\)

\(\[\int \cos(at) \, dt = \frac{1}{a} \cdot \cos(at) + \frac{1}{b} \cdot \sin(bt) + C\]\)

and

\(\[\int e^a t \cos(bt) \, dt = \frac{e^{at}}{a} \cdot \cos(bt) + \frac{b}{a^2 + b^2} \cdot \sin(bt) + C\]\)

Use this antiderivative to compute the following improper integral:

\(\[\int_{-\infty}^{0} \cos(3t) \, dt = \lim_{{T \to \infty}} \int_{0}^{T} e^t \cos(3t) \, e^{-st} \, dt = \lim_{{T \to \infty}} \text{ if } s \neq 1, \, \text{ or } \lim_{{T \to \infty}} \text{ if } s = 1.\]\)

For which values of \(\(s\)\) do the limits above exist? In other words, what is the domain of the Laplace transform of \(\(\frac{1}{\cos(3)} \cdot e^t \cos(3t)\)\)?

Evaluate the existing limit to compute the Laplace transform of  on the domain you determined in the previous part:

\(\[L\{e^t \cos(3t)\\).

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Answer:

n = 3200

Step-by-step explanation:

200 = 1000 - \(\frac{n}{4}\) ( subtract 1000 from both sides )

- 800 = - \(\frac{n}{4}\) ( multiply both sides by 4 to clear the fraction )

- 3200 = - n ( multiply both sides by - 1 )

n = 3200

The reason number 3 include the following: D. Definition of midpoint.

In Mathematics and Geometry, a midpoint is a point that lies exactly at the middle of two other end points that are located on a straight line segment.

In this context, we can prove that line segment AC is congruent to line segment BC by completing the two-column proof shown above with the following reasons from step 1 to step 3:

Statements                                Reasons

1. M is the midpoint of AB           Given

2. AB ⊥CM                                   Given

3. AM ≅ BM                             Definition of midpoint

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The correct statement regarding the probability of choosing a person at random who is a junior and plays video games, and whether these events are independent, is given as follows:

P(junior and video games) = 32%; The two events are not independent.

A probability is calculated as the division of the number of desired outcomes by the number of total outcomes.

The outcomes in this problem are given as follows:

Hence the probability is of:

P(junior and video games) = 48/150 = 0.32 = 32%.

The separate probabilities are given as follows:

The multiplication of these probabilities is of:

0.66 x 0.4 = 0.264.

Which is different of 0.32, hence these events are not independent.

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In a hypothesis, when the t value is 7.14 and the critical value is 6.10, the decision that should be made is to reject the null hypothesis.

It should be noted that a hypothesis is simply used to get information about a certain thing.

In this case, in a hypothesis, when the t value is 7.14 and the critical value is 6.10, the decision that should be made is to reject the null hypothesis.

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Answer:

I think it is $66 at first sorry if wrong

Answer:

(1,-1)

Step-by-step explanation:

-2x-1 = x+2

-3x = 3

x = -1

substitute

y = (-1) + 2

y = 1

point: (1,-1)

Answer:

$448

Step-by-step explanation:

The carpenter earns $64 per hour ($256/4 hours).

For the 3-hour job, the carpenter will earn $192 ($64/hour x 3 hours).

For the 2-hour job, the carpenter will earn $128 ($64/hour x 2 hours).

Therefore, for the three jobs together, the carpenter will earn $256 + $192 + $128 = $576.

Hence, the correct option is $448.

By evaluating (32÷4-2)²3³÷3+6 we get 330.

First, let us simplify the expression within the parentheses.

32 ÷ 4 - 2

= 8 - 2

= 6

Now, we substitute this result into the original expression.

(6)² 3³ ÷ 3 + 6

= 36 × 27 ÷ 3 + 6

Next, we evaluate 36 × 27 ÷ 3.36 × 27 ÷ 3

= 972

Finally, we substitute this result back into the expression and evaluate the remaining operations.

972 ÷ 3 + 6 = 324 + 6 = 330

Therefore, the value of the expression (32 ÷ 4 - 2)² 3³ ÷ 3 + 6 is 330.

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An equation, in point-slope form, of the line that is perpendicular to the given line and passes through the point (-4, -3) is: C. y + 3 = 1/4(x + 4) .

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) = (-3 - 1)/(0 + 1)

Slope (m) = -4

m₁ × m₂ = -1

-4 × m₂ = -1

m₂ = -1/-4

Slope, m₂ = 1/4

At data point (-4, -3) and a slope of 1/4, a linear equation for this line can be calculated by using the point-slope form as follows:

y - y₁ = m(x - x₁)

y + 3 = 1/4(x + 4)

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Missing information:

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

Answer:

1,015 m

Step-by-step explanation:

The maximum height is obtained at the value of t when dh(t)/dt = 0. So, differentiating h(t) with respect to t, we have

h(t) = -4.9t² + 140t + 15

d[h(t)]/dt = d[-4.9t² + 140t + 15]/dt

d[h(t)]/dt = -9.8t + 140

equating d[h(t)]/dt = 0, we have

-9.8t + 140 = 0

-9.8t = -140

t = -140/-9.8

t = 14.29 s

So, substituting t = 14.29 into h(t), we have

h(t) = -4.9t² + 140t + 15

h(14.29) = -4.9(14.29)² + 140(14.29) + 15

= -1000.6 + 2000.6 + 15

= 1000 + 15

= 1,015 m

Temperature of refrigerators - Cannot determine. Horsepower of race car engines - Ratio. Marital status of school board members - Nominal. Ratings of television programs - Ordinal. Ages of children enrolled in a daycare - Interval

The level of measurement for the temperature of refrigerators cannot be determined based on the given information. The temperature could potentially be measured on a nominal scale if the refrigerators were categorized into different temperature ranges. However, without further context, it is not possible to determine the specific level of measurement.

The horsepower of race car engines can be measured on a ratio scale. Ratio scales have a meaningful zero point and allow for meaningful comparisons of values, such as determining that one engine has twice the horsepower of another.

The marital status of school board members can be measured on a nominal scale. Nominal scales are used for categorical data without any inherent order or ranking. Marital status categories, such as "married," "single," "divorced," etc., can be assigned to school board members.

The ratings of television programs, such as "poor," "fair," "good," and "excellent," can be measured on an ordinal scale. Ordinal scales represent data with ordered categories or ranks, but the differences between categories may not be equal or measurable.

The ages of children enrolled in a daycare can be measured on an interval scale. Interval scales have equal intervals between values, allowing for meaningful differences and comparisons. Age, measured in years or months, can be represented on an interval scale.

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The correct option is B. When conducting a test on the hypotheses H0: µ = 125 and Ha: µ < 125, and finding that the population mean is 125 when it is actually 120, you have made a Type II error.

In conducting a test on the hypotheses H0: µ = 125 and Ha: µ < 125, you find that the population mean is 125 when it is actually 120. This results in a Type II error.
Explanation:
In hypothesis testing, there are two types of errors that can occur:
Type I error: This occurs when the null hypothesis (H0) is rejected when it is actually true. In other words, we mistakenly conclude that there is a significant difference or effect when there isn't one.
Type II error: This occurs when the null hypothesis (H0) is not rejected when it is actually false. In other words, we mistakenly fail to detect a significant difference or effect when there is one.
In this case, the null hypothesis (H0) states that the population mean (µ) is equal to 125. The alternative hypothesis (Ha) states that the population mean is less than 125. If you find that the population mean is 125 when it is actually 120, you are failing to reject the null hypothesis when it is false. This is a Type II error.
To summarize, when conducting a test on the hypotheses H0: µ = 125 and Ha: µ < 125, and finding that the population mean is 125 when it is actually 120, you have made a Type II error.

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Answer:

x = -3.73 or -0.27

Step-by-step explanation:

From the question,

x²+ 4x+1 = 0

This is a quadratic equation, and it can be solved using any of the 3 methods.

Using completing the square method,

x²+4x = -1

Add half the coeffiecient of x, square it and add it to both side of the equation.

The coefficient of x is 4,

half the cofficient is 2

Add 2² to both side of the equation

x²+4x+2² = -1+2²

(x+2)² = 3

x+2 = ±√3

x+2 = ±1.73

Either,

x+2 = -1.73

x = -1.73-2

x = -3.73

or

x+2 = +1.73

x = =1.73-2

x = -0.27

The main difference between everyday logic and mathematical logic is that everyday logic is based on general observations and opinions, while mathematical logic is based on precise statements and facts.

Differences:
- Everyday logic is based on common sense and intuition, while mathematical logic is based on strict rules and formulas.
- Everyday logic is often used to make decisions or solve problems in daily life, while mathematical logic is used to solve complex mathematical problems.
- Everyday logic can be subjective and influenced by personal beliefs or experiences, while mathematical logic is objective and follows a set of universally accepted principles.

Similarities:
- Both everyday logic and mathematical logic use reasoning to draw conclusions.
- Both everyday logic and mathematical logic rely on evidence and facts to support their conclusions.
- Both everyday logic and mathematical logic can be used to solve problems and make decisions.

In conclusion, while everyday logic and mathematical logic have some similarities in terms of their use of reasoning and evidence, they differ in their approach and application. Everyday logic is based on common sense and intuition, while mathematical logic is based on strict rules and formulas.

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The number of seeds produced from a single seed when it is sown and harvested is referred to as the seed multiplication ratio.

A seed is an undeveloped plant embryo and food reserve that is encased in a protective outer covering in botany. More broadly, "seed" refers to anything that can be sown, which could include seed and husk or tuber.

Seeds are the result of a ripened ovule being fertilised by sperm from pollen, resulting in a zygote. The embryo within a seed develops from the zygote, forming a seed coat around the ovule and growing to a certain size within the mother plant before growth stops.

The formation of the seed is a step in the reproduction process of seed plants (spermatophytes). Other plants, such as ferns, mosses, and liverworts, do not have seeds and must reproduce through water-based means.

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Answer:

are you sure you wrote that right, and if so here: 14285714285/100000000000

Answer:

99999

Step-by-step explanation:

The concentration of sodium chloride in the solution is approximately 1.208 × 10^7 ppb.

To calculate the concentration of sodium chloride in parts per billion (ppb), we need to determine the number of grams of NaCl per billion grams of the solution.

Given:

Mass of NaCl = 23 g

Mass of water = 1880 g

Total mass of the solution = Mass of NaCl + Mass of water = 23 g + 1880 g = 1903 g

To convert the concentration to ppb, we use the following formula:

Concentration (ppb) = (Mass of solute / Mass of solution) * 10^9

Substituting the values:

Concentration (ppb) = (23 g / 1903 g) * 10^9

Calculating this expression, we find:

Concentration (ppb) ≈ 1.208 × 10^7 ppb

Therefore, the concentration of sodium chloride in the solution is approximately 1.208 × 10^7 ppb.

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Answer:

a

Step-by-step explanation:

The base case for which the inductive proof for p(n) is defined, is the smallest value of n for which p(n) is defined.

Mathematical induction refers to a strategy for demonstrating a theorem's correctness by first demonstrating that, if it holds true in one particular situation, it will also hold true in all subsequent cases in the series.

Now,

Hence, the base case for which the inductive proof for p(n) is defined, is the smallest value of n for which p(n) is defined.

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Answer:

When you flip over the the x-axis, the y-coordinate becomes the additive inverse. I.e. ; if I flipped over the x-axis, a (x,4) would become (x,-4). When you flip over the y-axis the x becomes the additive inverse. (x,4) will become (-x,4)

Step-by-step explanation:

If this helped you, you're welcome. If you have any questions, LMK.

Have a good day, and good luck! ⭐

Answer:

1:1

Step-by-step explanation:

3/1=6/2

6/6

1:1

....

Given: Triangle DEF GH||EF.DG:GE=5:3DE=32mm and DF=24mmWe need to find the length of DG, GE, DH and HF. Construction: Join DF, DG, GE, and GHLet ∠DEF = αThen, ∠DEG = α (Alternate angles)In ΔDGE, DG: GE = 5:3⇒ DG/GE = 5/3⇒ DG = (5/3)GE …(1)In ΔDFE, GH || EF⇒ GH/EF = DF/DE (Basic proportionality theorem)

⇒ GH/24 = (DE + EH)/DE [∵ DF = 24mm and DE + EH = GH]⇒ GH/24 = (32 + EH)/32 [∵ DE = 32mm]⇒ GH = 24(32 + EH)/32 = 3(32 + EH)/4 …(2)Now, in ΔDEG, using the Pythagorean theorem, we have

⇒ DG2 + GE2 = DE2⇒ [5/3 GE]2 + GE2 = 322

⇒ 34GE2 = 3 × 322⇒ GE2 = (3 × 322)/34 = 9 × 8 = 72

⇒ GE = 8.485mm [

Taking positive square root]Now, using equation (1), we have

⇒ DG = (5/3)GE = (5/3)8.485 = 14.141mm [approx.]

In ΔDHG, using the Pythagorean theorem, we have

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Answer: It's C basically they just have to mirror each other, i hope i helped

Step-by-step explanation:

Answer: I believe the answer is D.

Step-by-step explanation:

Answer:

   20 miles

Step-by-step explanation:

first, draw a diagram. Then, use the pythagorean theorem to calculate.

Step-by-step explanation:

I went through all of them and also checked what you did.

1. no, wrong. I don't know how you got to the 2×7 in there.

17 - 5×4/2 = 17 - 5×2 = 17 - 10 = 7

2. we just did in the other question. it is 26.

3. correct for the approach, but mistake in the final calculation : 28 + 64 = 92 !

4. (4-7)² - 6×7 + 20

how did you get to the 26 for -6×7 + 20 ?

no.

-3² - 42 + 20 = 9 - 42 + 20 = -13

5. 2×(18 - (5 + 3²)/7)

2×(18 - (5 + 9)/7) = 2×(18 - 14/7) = 2×(18 - 2) = 36 - 4 = 32

6. ((-5 + 1)/2)³ - |‐7|

that may part means "absolute value" of -7. and you know, that means 7.

(-4/2)³ - 7 = -2³ - 7 = -8 - 7 = -15

7. 1 + (-2 - 5)² + (14-17)×4

1 + -7² + -3×4 = 1 + 49 - 12 = 38

8. (6×(2+4) - 1) / (2×3 + 1)

(6×6 -1) / (6 + 1) = 35 / 7 = 5

9. (2⁵/8 + 3) / (4 + 3)

(32/8 + 3) / (7) = (4 + 3) / 7 = 7/7 = 1

10. (17×5 - 3×5) / (3² + 1)

(14×5) / (9 + 1) (as for same factors we can contract the expressions like 17×5 - 3×5 = 14×5)

70 / 10 = 7

11. (13 + 7²/7) / (9 - 20/4 - 16)

(13 + 49/7) / (9 - 5 - 16) = (13 + 7) / (-12) = 20/-12 = -5/3

12. - |-16| / ((3² - 4) / (5 - 10))

-16 / ((9-4) / (-5)) = -16 / (5/-5) = -16 / -1 = 16