(a) must it be true that log f(n) = ⇥(log g(n))? prove or disprove.

The trigonometric ratios are

tan J = (10√35 / 37 )

cot J = 37/ (10√35)

What is the trigonometric ratio?

Trigonometric ratios are the ratios of a right triangle's sides. The sine (sin), cosine (cos), and tangent (tan) are three often used trigonometric ratios. There are other trigonometric ratios which are reciprocals of these ratios.

Sin J =opposite/hypotenuse

Sin J  = √35/ 7

=> J = sin^-1( √35/ 7 )

=> J= 57.68 degrees

tan J = opposite/adjacent = √35/IJ

=> tan (57.68) = √35/IJ  

=> 1.5806 = √35/IJ  

=> IJ = √35 / 1.5806 = 3.74

=> IJ = 37/10

tan J =  √35 / (37/10 ) = (10√35 / 37 )

cot J = 1/tan J = 1/(10√35 / 37 ) = 37/ (10√35)

The trigonometric ratios are

tan J = (10√35 / 37 )

cot J = 37/ (10√35)

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The inequality equation is -4 < x < 6

Inequalities are the mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

In an inequality, the two expressions are not necessarily equal which is indicated by the symbols: >, <, ≤ or ≥.

Given data ,

Let the modulus function be represented as A

Now , the equation will be

| x - 1 | < 5   be equation (1)

Modulus function is denoted as y = |x| or f(x) = |x|, where f: R → (0,∞) and x ∈ R.The value of the modulus function is always non-negative.

So , -5 < x - 1 < 5

On simplifying the equation , we get

Adding 1 on both sides of the equation , we get

-5 + 1 < x - 1 + 1 < 5 + 1

-4 < x < 6

Hence , the number line will denote the inequality having x more than -4 and less than 6

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Answer:

Simon used the distributive property to get from step 3 to step 4. This is because in step 3, he multiplied both sides of the equation by -8, which is an example of the distributive property.

Step-by-step explanation:

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A relationship that has a zero slope include the following: A. A two column table with five rows. The first column, x, has the entries, negative 3, negative 1, 1, 3. The second column, y, has the entries, 2, 2, 2, 2.

In Mathematics, the slope of a linear relationship can be determined by using this mathematical equation;

Slope (m) = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope (m) = (y₂ - y₁)/(x₂ - x₁)

Based on the information provided, we can logically deduce the following slope and data points on the line:

Substituting the given data points into the slope formula, we have the following;

Slope, m = (y₂ - y₁)/(x₂ - x₁)

Slope, m = (2 - 2)/(-1 - (-3))

Slope, m = 0/2

Slope, m = 0.

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Answer:

IT IS C!!! ITS RIGHTTTTTTT

we used the Pythagorean Theorem to solve for the missing side, G, of the right triangle, which is 17.76. Then, using the SOHCAHTOA trigonometric ratio, we solved for the missing angle, H, which is 89.4 degrees.

Using the Pythagorean Theorem, we can solve for the missing side, G. The equation is a^2 + b^2 = c^2. In this case, the two known sides are 12 and 15, so we have 12^2 + 15^2 = G^2. We can solve this equation to get G = 17.76.

To solve for the missing angle, H, we can use the trigonometric ratio SOHCAHTOA. The ratio for finding the angle of a right triangle is opposite over hypotenuse, or H/G. We can use this ratio to solve for H: H = 15 * (53/17.76) = 89.37 degrees. Rounding to the nearest tenth, H = 89.4 degrees.

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The confidence interval can be expressed as (27.4%, 38.0%).

This confidence interval can be calculated using the formula (X ± z*σ/√n), where X is the sample mean, z is the z-score that corresponds to the desired confidence level (in this case, 95%), σ is the population standard deviation, and n is the sample size.

This is calculated using the formula:

lower bound = point estimate - margin of error and

upper bound = point estimate + margin of error.

In this case, the point estimate is 33.2% and the margin of error is 5.8%.

Therefore, lower bound = 33.2% - 5.8% = 27.4% and

upper bound = 33.2% + 5.8% = 38.0%.

This means that we are 95% confidence interval that the true population proportion lies between 27.4% and 38.0%.

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The x-intercept and y-intercept can find by using graphically and solving the equation.

What is the x-intercept?

A line's x-intercept and y-intercept are the points at which the x- and y-axes, respectively, are crossed.

If we have an equation, then there are two ways to find x-intercepts and y-intercepts.

1) Graphically

2) Solving the equation

Graphically:

If we have a graph of an equation, then find the points where the graph cuts the x-axis. The points are known as x-intercepts. The graph that cuts the y-axis is the y-intercepts.

Solving the equation:

Putting x = 0 in the equation to find the value y-intercept.

Put y = 0  in the equation to find the value x-intercept.

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Thus, the response is: B) The pavement becomes the new surface (and Earth).

The law of conservation of momentum states that an object's momentum may only be transferred, not created or destroyed, and is equal to its mass times its velocity.

The momentum the car (and its contents) had before braking must go somewhere when it skids to a halt. The friction force between the tyres and the road in this instance causes it to be transferred to the pavement (and Earth). The friction force slows the car down until it comes to a stop by acting in the opposite direction of the car's speed.

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y(e2) = 4e^2 + (53 - 4e^2)e^(-16e^2), found by integrating the ODE y′ = 16x and using the initial condition y(e) = 53.

What is differential equation ?

A differential equation is an equation which contains one or more terms and the derivatives of one variable (i.e., dependent variable) with respect to the other variable.

mu(x) = e^(int 16 dx) = e^(16x^2/2)

multiply both sides of the differential equation by the integrating factor to obtain:

mu(x) * y′ = 16x * mu(x)

Integrating both sides with respect to x, we get:

mu(x) * y = 8x^2 + C

Dividing both sides by the integrating factor, we get:

y = 4x^2 + Ce^(-16x^2/2)

Using the initial condition y(e) = 53, we can find the value of the constant C:

53 = 4e^2 + Ce^(-16e^2/2)

Solving for C, we get:

C = 53 - 4e^2

So the general solution for the differential equation is:

y = 4x^2 + (53 - 4e^2)e^(-16x^2/2)

Finally, to find y(e2), we plug in x = e2 into the general solution:

y(e2) = 4e^2 + (53 - 4e^2)e^(-16e^2)

And that gives us the value of y at x = e2.

y(e2) = 4e^2 + (53 - 4e^2)e^(-16e^2), found by integrating the ODE y′ = 16x and using the initial condition y(e) = 53.

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Students will learn how to construct simple equations corresponding to practical situations and thus finding the solution of the equations .

In the time-independent Schrödinger equation it is stated that

                               [tex]-h/2m.d²ψ(x)/dx²+V(x)ψ(x)=Eψ(x)[/tex]

And it is common to give V(x)

some standard "forms": the infinite well, the finite square well, etc.

The problem is that I'm finding it pretty difficult to get what V(x)

actually is. I've read in books that it is the potential energy, but...

As far as I know, the potential energy depends on the properties of the particle itself (its mass, its charge), but, for instance, the finite square well is defined as

                          [tex]V(x)={−V0 if -a < x < a[/tex]

                                 [tex]{0 if|x| > a[/tex]

where V0  is a positive constant. In this case,V0 seems to be fixed, but wouldn't it depend on the properties of the particle.

A concrete and intuitive example of this would be appreciated.  

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The maximum number of skateboards Julio can make is 7.

A division is a process of splitting a specific amount into equal parts.

Given that, Julio has 3 yards of wood he needs 2/5 of a yard to make a skateboard, we need to find how many skateboards can be made,

So, to find the number of skateboards we will divide total length of wood to the length of on skateboard,

Therefore,

The number of skateboards = 3 / 2÷5

= 3×5/2

= 15/2

= 7.5

Hence, the maximum number of skateboards Julio can make is 7.

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Check the picture below.

notice, it says that PT is perpendicular to SQ.

now onto the other one

well, a parallelogram with one right-angle and at least one pair of congruent sides, hell a rectangle is that, so is an square, so no dice.

a rhombus that has congruent diagonals, well, a square is that but so is a rectangle, no dice.

a parallelogram whose diagonals bisect each other, well, a square has that, sure, a rhombus too and a rectangle too, no dice.

a rectangle with perpendicular diagonals, well, a rhombus has perpendicular diagonals, however is not a rectangle, a square is a rectangle  also with perpendicular diagonals too.

The number of students is the cost of the trip the same at each museum is 25

When we write expressions for the total cost of each field visit and set them equal, we find the solution to be the ratio of the difference in fixed cost to the difference in variable cost.

 y = 75 +7x . . . . . cost for x students to visit the science center

 y = 50 +8x . . . . cost for x students to visit the natural history museum

Subtracting the first equation from the second, we get

 0 = -25 +x

 25 = x . . . . . add 25; the number of students such that costs are equal

The cost will be the same either place for 25 students.

Here, the fixed cost difference is 75-50=25, and the variable cost difference is 8-7=1. The ratio of these costs is

 $25/($1 /student) = 25 students.

This relationship only holds when the higher fixed cost is associated with the lower variable cost. Charges are such that one place caters to larger numbers of students (science center), and one prefers fewer students (natural history museum).

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Using mathematical expressions, for the cost of the trip to be the same at each museum, the number of students must be 5.

Mathematical expressions combine variables, constants or numbers, and mathematical operators., without the equation or inequality symbols.

                          Science Center   History Museum

Cost per student       $8                           $5

Fixed cost                  $5                         $20

Let the number of students = x

The total cost at the Science Center = 5 + 8x

The total cost at the History Museum = 20 + 5x

For the cost to be the same at either center:

5 + 8x = 20 + 5x

3x = 15

x = 5

Thus, when the number of students attending either museum is 5, the cost is the same.

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We solved a problem after several missteps. One thing we are not certain of. We should:

When we are unsure about a part of a calculation, it is a good idea to check for hints that address that part of the calculation. This can help us confirm or correct your understanding of the problem. In addition, speaking with an instructor or classmate can provide valuable insight and help clarify any confusion.

Finally, if we still feel unsure, submitting our answer and then adjusting it based on feedback can help us improve our understanding and knowledge of the material. All of these options can help ensure that we have the most accurate and complete understanding of the problem.

This question should be provided with answer choices, which are:

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Using points of intersection, The resulting sketch should look like a parabolic arch opening upwards with its vertex at (-3, 9) and endpoints at (5, 45) and (-3, 9), with the region below the x axis for x < -3 and above the x axis for x > 5.

The locations on the coordinate plane where two curves meet or intersect are known as the points of intersection.

By locating the places where the two curves overlap and then sketching the area in between, the area bounded by the curves y = |9x| and y = x2 - 10 may be determined.

First, let's find the points of intersection:

y = |9x| = x² - 10

If 9x >= 0, then |9x| = 9x, and we have:

9x = x² - 10

x² - 9x - 10 = 0

This is a quadratic equation and can be solved using the quadratic formula:

x = (9 ± √(81 + 40)) / 2 = (9 ± √(121)) / 2 = (9 ± 11) / 2 = 5 or -3

If 9x < 0, then |9x| = -9x, and we have:

-9x = x² - 10

x² + 9x - 10 = 0

This is a quadratic equation as well and can be solved using the quadratic formula:

x = (-9 ± √(81 - 40)) / 2 = (-9 ± √(41)) / 2 = (-9 ± 6.4) / 2 = -3 or -1.2

So the two curves intersect at the points (5, 45) and (-3, 9).

Next, we can sketch the region enclosed by the curves:

For x < -3, y = |9x| is below y = x² - 10, so the region is below the x axis.

For -3 <= x <= 5, y = x² - 10 is above y = |9x|, so the region is above the x axis.

For x > 5, y = |9x| is above y = x² - 10, so the region is above the x axis.

The resulting sketch should look like a parabolic arch opening upwards with its vertex at (-3, 9) and endpoints at (5, 45) and (-3, 9), with the region below the x axis for x < -3 and above the x axis for x > 5.

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The percent of burger restaurants in that country in 2016​ was:

35.1%

To calculate the percentage of burger restaurants in a specific country in 2016, we can divide the number of burger restaurants in that country by the total number of burger restaurants worldwide, then multiply the result by 100.

Percentage of burger restaurants in a specific country

Percentage of burger restaurants in the specific country

So, in 2016 there were approximately 35.1% of all burger restaurants in the world located in that country.

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The sailor is 10 meters above the water and the lighthouse is 40 meters tall, so the total height between the two is 50 meters. Therefore, the sailor will first see the lighthouse from 50 meters away.

Assuming the lighthouse is directly in front of the sailor, the light from the lighthouse will reach the sailor first when the total distance between them is 50 meters. This means the sailor will first see the lighthouse from 50 meters away. In addition, the angle between the sailor and the lighthouse will be equal to the angle of the light when it reaches the sailor's eyes. The angle of the light will depend on the curvature of the earth, the height of the lighthouse, and the height of the sailor.

Assuming the lighthouse is at sea level, the angle of the light when it reaches the sailor's eyes can be calculated using the following equation:

Angle

= arcsin (50 / (2 * 6371))

Where 6371 is the radius of the earth in km.

This calculation gives an angle of 0.0058°. This means the light from the lighthouse will reach the sailor from a distance of 50 meters with an angle of 0.0058°.

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There are seven lines of symmetry in a heptagon. In a heptagon, the sides and angles are equal. Each vertex and the center of a regular heptagon are where the line of symmetry crosses.

What is Reflectional Symmetry ?

Any symmetry with regard to a reflection is referred to as reflection symmetry, line symmetry, mirror symmetry, or mirror-image symmetry. In other words, a figure with reflectional symmetry does not alter when it is reflected. There is a line/axis of symmetry in 2D and a plane of symmetry in 3D. When a form or pattern is mirrored in a line of symmetry or a mirror line, this is known as reflective symmetry. The reflected form will have the same size, distance from the mirror line, and other characteristics as the original shape. When a figure can be split into two equal halves that match, it has line symmetry or reflection symmetry.

If a figure can be reflected over a line and retain its original appearance, it possesses reflection symmetry. If a figure can be altered while maintaining its appearance, it possesses symmetry.

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Complete question

Which statements are true about the reflectional symmetry of a regular heptagon? Check all that apply. It has only 1 line of reflectional symmetry. A line of symmetry will connect 2 vertices. A line of symmetry will connect a vertex and a midpoint of an opposite side. It has 7-fold symmetry. A line of symmetry will connect the midpoints of 2 opposite sides.

The mean of the given data be 0.17.

Variance is a measure of dispersion that considers the spread of all data points in a data collection, in contrast to range and interquartile range. The standard deviation, which is just the square root of the variance, is the other often used measure of dispersion.

A measure of variability is the variance. It is determined by averaging the squared deviations from the mean. Your data set's variability is shown by its variance. The variance is greater in respect to the mean when the data are more dispersed.

Since the data are stated in the question to be evenly distributed, the mean will be determined using the formula.

Mean = a + b /2

Where, a be the minimum value and b be the maximum value

for the data: 0.15,0.16,0.17,0.18, and 0.19

The value of a = 0.15 and b = 0.19

Substitute the values in the above equation, we get

Mean = (0.15 + 0.19) /2

simplifying the above equation, we get

Mean = 0.34/2

Mean = 0.17

Therefore, the mean of the given data be 0.17.

The complete question is:

Thickness measurements of a coating process are made to the nearest hundredth of a millimeter. The thickness measurements are uniformly distributed with values 0.15, 0.16, 0.17, 0.18, and 0.19. Determine the mean and variance of the coating thickness for this process.

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Answer: The answer will be 7b^3

Answer:

the answer is 7 root 3

Step-by-step explanation:

The length of the diagonal of the rectangle is 41 units.

To find the length of a diagonal of a rectangle, we can use the Pythagorean theorem, which states that in a right triangle, the sum of the squares of the lengths of the two shorter sides is equal to the square of the length of the longest side (the hypotenuse).

In this case, the rectangle is the right triangle, and the lengths of the two shorter sides are 9 and 40 units. So we can write the equation:

9² + 40² = d²

Expanding both sides:

81 + 1600 = d²

Adding the two sides:

1681 = d²

Taking the square root of both sides:

d = 41 units

So the length of the diagonal of the rectangle is 41 units.

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The length of the diagonal of the rectangle is 41 units.

To find the length of a diagonal of a rectangle, we can use the Pythagorean theorem, which states that in a right triangle, the sum of the squares of the lengths of the two shorter sides is equal to the square of the length of the longest side (the hypotenuse).

In this case, the rectangle is the right triangle, and the lengths of the two shorter sides are 9 and 40 units. So we can write the equation:

9² + 40² = d²

Expanding both sides:

81 + 1600 = d²

Adding the two sides:

1681 = d²

Taking the square root of both sides:

d = 41 units

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The wide of the street from building a to building b is 18.32m

The Pythagoras theorem states that if a triangle is right-angled then the square of the hypotenuse is equal to the sum of the squares of the other two sides.

The three sides of a triangle are collectively called Pythagoras triples.

The formula is measured as:

c²= a²+ b²

Where

'c' = hypotenuse of the right triangle

'a' and 'b' are the other two legs.

First, let's consider △ADC,

AD²+AC²=CD²

12²+AC²=16²

AC²=256−144

AC=10.58 m

Again consider △BEC,

EC²=BC²+BE²

16²=14²+BC²

256−196=BC²

BC=7.745m

Width of the road= AC+BC = 10.58+7.74=18.32m

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Integer -17 represents Rudy's score for 2 weeks.

A negative integer with a minus sign, a zero, or a positive natural number are all examples of integers.

The additive inverses of their positive counterparts are the negative numbers.

In mathematical notation, the Z is widely used to represent the set of numbers.

Rudy's scores:

Then, add 15 and -32 as follows:

= 15 + (-32)

= 15 - 32

= - 17

Therefore, integer -17 represents Rudy's score for 2 weeks.

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Answer:

Average speed = Total distance ÷ Total time

Average speed = 16250 km ÷ 10 days = 1625 km/day

1 km = 1000 m

1625 km = 1625 × 1000 m = 1,625,000 m

1 day = 24 hours = 24 × 60 minutes = 1440 minutes

10 days = 10 × 1440 minutes = 14400 minutes

Average speed = 1,625,000 m ÷ 14400 minutes = 113.19 m/min

1 minute = 60 seconds

Average speed = 113.19 m/min ÷ 60 seconds/min = 1.8865 m/s.

Step-by-step explanation:

. side is inches long, side is inches

long,and side is inches long

Here is the complete question. Please find

attached a diagram showing the scaled and real

drawing

Use the given and the of

the scale drawing to determine the side lengths

of the real object

. side a is 7 inches long, side b is 6 inches

long,and side c is 3 inches long

. side a is 30 inches long, side b is 25 inches

long, and side c is 20 inches long

. side a is 40 inches long, side b is 35 inches

long,and side c is 20 inches long

. side a is 175 inches long,side b is 150 inches

long, and side c is inches long

A scale drawing is a reduced form in terms of

of an original image / building / object

the scale drawing is usually reduced at a constant

dimension

= original dimensions /

dimensions of the scale drawing

The scaled drawing is an enlarged image of the

original triangle.

It is enlarged at a ratio of :

original dimensions

a = 35/5 =

b = 30/5=

c = 15/5 =

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The side lengths of the real object will be 175 in, 150 in, and 75 in, respectively.

To determine the side lengths of the real object, we need to use the given scale factor and the side lengths of the scale drawing. The scale factor given is 5:1, which tells us that the scale drawing is 5 times smaller than the real object. Therefore, we can use this ratio to determine the side lengths of the real object. For example, if the side length of the scale drawing is 35 in, then the side length of the real object will be 5 times larger, which is 175 in. We can use this same ratio for the other side lengths of the scale drawing. The side length of the scale drawing is 30 in, so the side length of the real object will be 150 in. The side length of the scale drawing is 15 in, so the side length of the real object will be 75 in. Therefore, the side lengths of the real object will be 175 in, 150 in, and 75 in, respectively.

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The value of 10⋅(10−4) is equal to 60. This is because 10 multiplied by the difference between 10 and 4 (which is 6) is equal to 60.

10⋅(10−4) is an expression that can be expanded by multiplying 10 by each term inside the parentheses. Since ⋅=2, 10 multiplied by 10 is equal to 10⋅10, which is equal to 100. 10 multiplied by 4 is equal to 10⋅4, which is equal to 40. Therefore, 10 multiplied by the difference between 10 and 4, which is 6, is equal to 10⋅6, which is equal to 60. Therefore, the answer to 10⋅(10−4) is equal to 60.

To solve this expression, it is important to understand the order of operations. First, anything inside of parentheses must be solved first. Then, multiplication must be solved before addition or subtraction. Because there is only one operation inside the parentheses, which is subtraction, it is easy to solve 10⋅(10−4) by multiplying 10 by each of the terms inside the parentheses. Since 10 multiplied by 10 is equal to 100 and 10 multiplied by 4 is equal to 40, 10 multiplied by the difference between 10 and 4 is equal to 10 multiplied by 6, which is equal to 60. Therefore, the answer to 10⋅(10−4) is equal to 60.

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Answer:

[tex] \sf \: x = 8[/tex]

Step-by-step explanation:

Given equation,

→ x + 10 = 18

Now the value of x will be,

→ x + 10 = 18

→ x = 18 - 10

→ [ x = 8 ]

Hence, the value of x is 8.